SOCIAL ANALYSIS OF CRIMES IN INFORMAL COMMUNITIES: THE CASE STUDIES IN KUMASI - Objective 2: to analyze the factors and mechanisms that contribute to and perpetuate criminal activities within Kumasi’s informal settlements

Abstract

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1 Introduction

Kumasi’s informal settlements-Ayigya, Oforikrom, and Asawase-are characterized by persistent criminal activities, including theft, robbery, drug abuse, assault, fraud, and defilement, which undermine community safety, productivity, and moral fabric. Objective 2 seeks to analyze the social factors and mechanisms perpetuating these crimes, drawing on 46 interviews from diverse stakeholders: suspects (SUS001–SUS010), police officers (PPI001–PPI013), religious leaders (RL001–RL013), a guardian (PG001), ex-convicts EX-C003, EX-C004, EX-C007, EX-C006, EX-C002, EX-C005, and assembly members (MV00L001–MV00L004).

Methodology

To address Objective 2: to analyze the factors and mechanisms that contribute to and perpetuate criminal activities within Kumasi’s informal settlements (Ayigya, Oforikrom, Asawase)*, the qualitative approach was employed, utilizing an inductive thematic analysis based on the six-step framework by Braun and Clarke (2006), adapted for this study’s. The dataset comprised 46 interviews conducted with stakeholders in the informal settlements, provided rich, multi-perspective insights into social factors perpetuating crimes such as theft, robbery, drug abuse, and assault. The inductive thematic analysis was chosen for its flexibility in identifying patterns directly from the data, allowing themes to emerge without preconceived frameworks, ensuring alignment with the lived experiences of stakeholders in these communities.

2 Demographic Profiling of Respondents

The demographic profile of the 46 respondents offers a view of the stakeholders involved, highlighting diversity in roles, backgrounds, and experiences that enrich the analysis of crime perpetuation in these settlements.

Table 1: Summary of Respondent Demographics

Total Respondents	Number of Locations	Male (%)	Female (%)	Most Common Age Group	Average Age (yrs)	Tertiary Education (%)	Married (%)	Average Years of Residence	Average Years of Experience
46	3	82.6	17.4	46-52	41.8	50	63	10	19.4

Respondent Categories by Location

location	Assembly Member	Ex-Convict	Police officer	Religious Leader	Suspect	Mother of Convict	Total
Asawasi	1	1	6	4	4	0	16
Ayigya	2	3	5	4	3	1	18
Oforikrom	1	2	2	5	2	0	12
Total	4	6	13	13	9	1	46

Gender by Marital Status Distribution

sex	marital_status	n	perc
Female	Married	3	37.5
Female	Single	3	37.5
Female	Widowed	2	25.0
Male	Cohabitating	1	2.6
Male	Married	26	68.4
Male	Single	11	28.9

Geographic Distribution: Respondents are distributed across the three study communities: Asawase (16 respondents), Ayigya (18 respondents), and Oforikrom (12 respondents), ensuring representation from the settlements studied.

Gender Breakdown: Males dominate the sample at 82.6%, while females account for 17.4%.

Most Common Age Group: The most prevalent age group among respondents is 46-52 years, indicating that mid-career professionals .

Average Age: The average age of respondents is 41.8 years, reflecting a mix of younger suspects and ex-convicts with older community leaders and police officers.

Education Levels: 50% of respondents have tertiary education, with SHS at 17.4% and Basic/JHS at 15.2%, reflecting varying literacy levels.

Marital Status: 63% of respondents are married, potentially correlating with roles like community leaders and police officers, while single status is more common among the suspects and ex-convicts.

Average Years of Residence: Respondents have an average of 10 years in their locations, indicating long-term familiarity with community dynamics in informal settlements.

Average Years of Experience: The average experience in roles is 19.4 years, with police officers and religious leaders showing higher tenure, contributing to in-depth insights on crime.

Education by Gender: The distribution (from the plot, not shown) suggests males dominate tertiary education (likely due to higher male representation), but females in the sample (e.g., PPI001) show strong tertiary levels, indicating potential gender equity in professional roles.

The demographic profile shows diverse education, experience, and roles among experienced leaders, enabling rich insights into the social factors perpetuating crime in these communities.

3 Analysis of Suspect Transcripts

3.1 Theme 1: Family Dysfunction and Parental Negligence

Description: Family dysfunction, encompassing parental absence (divorce, death) and lack of supervision due to economic or social pressures, creates emotional and supervisory voids, pushing youth toward delinquent behaviors. This theme is prominent across SUS001, SUS002, SUS003, SUS006, SUS007, and SUS008. It aligns with findings form other groups, PG001’s “Single parenting is very difficult,” EX-C007’s “My mum was the second wife”, RL013’s “In break up… the suffering becomes too much”

3.1.1 Sub-Theme: Parental Absence

Divorce, parental death, or family fragmentation disrupts stability, leaving youth vulnerable to crime. SUS001’s resigned narrative captures this: “I grew up with both parents, but they divorced when I was six years old. After that, I did not live with both of them. I moved from one relative to another, struggling to make ends meet, which shaped my current situation.” The phrase “struggling to make ends meet” and the emotional weight of “shaped my current situation” convey exhaustion, linking his battery theft to family breakdown. SUS002’s pained account deepens this: “My father, we lost him very young. We were like one or two that we lost. So I was raised by a single parent… That really affected me. Let me say, it really affected us. You are brilliant. Sometimes you have to work for some people before you get something that you need send to school. It really affects you. It can even lead you to a situation that you don’t want to be in.” The repetition of “really affected” and “you don’t want to be in” reflects profound emotional scars, tying his fraud to single-parent struggles. SUS003’s somber “I was born in the North; I was raised by both parents. I attended school, while in school, my father died, my dad’s mom also died, and responsibilities fell on me” and SUS006’s matter-of-fact “Where is your father? He died… I was 2 years so my mother was the one who raised me. I lived with my mother and grandmother. I had 8 siblings two died and we became 7 in number” highlight early loss, echoed by SUS007’s “You said both your parents died after you were born, so who did you live with? After their death I was taken to my grand mom.” SUS008’s vague “Is he still married to your mother? …” suggests ongoing family tension. SUS001 reveal, “I do dreadlocks,” “I have no parents,” and “I takes care of myself, my girlfriend and my little bro (who is 9yrs old),” highlighting the burden of familial responsibility due to parental absence. “Raised by a single mom,” adds that financial struggles and single parenting drove his crime: “My offense is stealing, I took my friend’s PC and put it on press (sold it to a friend GHS500) to pay for my pregnant girlfriend’s medical bills.” This underscores economic desperation within a dysfunctional family structure. SUS004 “Both parents are dead,” orphanhood left SUS004 without guidance, pushing him toward crime to survive.

Emotional Cue: Distress (SUS002’s “It really affected us”), resignation (SUS001’s “struggling to make ends meet”), and somberness (SUS003’s “responsibilities fell on me”) reflect the emotional toll of parental absence. Duty and desperation (implied in “takes care of myself, my girlfriend and my little bro”).

Insight: Parental absence creates a guidance vacuum, pushing youth toward crime-prone environments, as seen in SUS001’s relocations and SUS002’s educational barriers.

3.1.2 Sub-Theme: Lack of Parental Guidance

Economic pressures and family fragmentation lead to inadequate supervision, leaving youth to seek guidance from peers. SUS001’s “I lived with my mother for some time, but I was mostly raised by my aunties and other relatives. It was challenging because of frequent relocations, lack of stability, and financial struggles” reflects supervisory gaps, echoed by SUS006’s desperate “I was so poor to the extent that it was hard for me to get daily meal… My mother was a Zoomlion worker.” SUS002’s defiant “I chose my own path. Though my mother didn’t want me there but I chose to” and SUS006’s “Were you advised about the things you were doing? Yes she did that but I did not listen” highlight resistance to guidance, aligning with SUS007’s reliance on his grandmother: “My gran Mom and I was also trying.” SUS008’s incomplete family details suggest limited oversight.Other groups ( PPI009’s “They don’t care what time their child sleeps,” RL006’s “They barely pay attention to their children”. This suggests that single parenting limited oversight, allowing him to “choose my own paths to criminal activities.”

Emotional Cue: Defiance (SUS002’s “I chose my own path”), desperation (SUS006’s poverty), and resignation (SUS007’s grandmother reliance) underscore the void of guidance.

Insight: Lack of parental supervision, driven by economic constraints or family fragmentation, pushes youth toward delinquent networks, as seen in SUS006’s ignored advice and SUS001’s relocations. Single parenting contributed to a lack of guidance, enabling SUS002 to pursue fraudulent activities for personal gain.

3.2 Theme 2: Peer-Driven Delinquency

Description: Negative peer groups, including gangs and drug-fueled networks, normalize and encourage crimes like stealing, robbery, and drug abuse, offering belonging and purpose. This theme is evident in SUS001, SUS002, SUS006, and SUS007. reinforcing prior findings from the other groups ( EX-C004’s “Friends will pull you into crime acts,” PPI009’s “They just do it for fun”, RL013’s “From friends influence”).

3.2.1 Sub-Theme: Peer Influence

Friends encourage delinquency through drug use, materialistic pressures, or social bonding. SUS001’s regretful “Negative environmental influence — I was influenced by friends to take drugs, which led to addiction” and SUS006’s resigned “What kind of company did you join? My friends took drugs… Can you attest to the fact that your friends and neighborhood influenced your life? Yes… What influenced you to take this life? … Bad advice from bad company can sometimes also lead to that” highlight peer-driven drug abuse. SUS002’s distressed “You being in community, they will call you a humanizer. We face a lot. No money and other things, we need money to buy clothes so you will be gambling and a lot of things. On that way you may learn smoking and other things” reflects peer pressure for material gain, echoed by SUS008’s pained “I was not arrested by the police; some people brought me here. My friends did that,” suggesting peer betrayal.

Emotional Cue: Regret (SUS001’s addiction), distress (SUS002’s “We face a lot”), and pain (SUS008’s betrayal) highlight peer coercion.

Insight: Peer pressure normalizes crimes like drug abuse and theft, drawing youth into delinquent behaviors for social acceptance.

3.2.2 Sub-Theme: Organized Gang Activity

Gangs provide structured pathways for crimes, recruiting and training youth. SUS001’s alarmed “The presence of gangs, where leaders train young boys in robbery and other criminal activities” underscores organized recruitment, mirrored by SUS002’s chilling “Due to these gang people, they fight and end up in the way that one died. Lost his life at a spot. Around the chief palace. And because of the gangs most of them does not even sleep in their own homes. Because you go out around 9 to 10 pm and return around 2 or 3 o’clock in the morning.” SUS006’s “What was the name of your gang? Movie group (DC). The leader is now in Ashtown… Have any of your friends been arrested or imprisoned before? Yes” confirms structured hierarchies, aligning with others ( MVOL002’s “Some of these kids are employed by big men who… train them to steal”). SUS004’s “A friend of mine was shot by gangs… we went out that day, I was sick so I didn’t go” adds a fearful dimension to gang influence.

Emotional Cue: Alarm (SUS001’s gang training), resignation (SUS002’s “that’s their life”), and fear (SUS004’s near-miss) reflect gang coercion.

Insight: Gangs offer structure and belonging, amplifying delinquency through organized crime networks.

3.3 Theme 3: Community Normalization of Crime

Description:Community tolerance of delinquent behaviors, particularly in Zongo areas, embeds crimes like stealing, drug abuse, and violence in social norms, reducing accountability. This theme is prominent in SUS005, SUS006, SUS007, and SUS008. p ( RL006’s “Drugs have been normalized,” MVOL002’s “Drugs, every corner that you enter they are selling it”).

3.3.1 Sub-Theme: Cultural Normalization

Zongo culture and community attitudes normalize delinquency as acceptable. SUS005’s resigned “Zongo is full of stealers, violences and many other crime. Zongo is full of people who are aggressive so if you find yourself over there you are likely to learn it… What crime is prevalent at where you stay? Stealing. If you leave your belonging outside people will come for it” reflects cultural acceptance, echoed by SUS006’s “What is the most common crime in Asawase? Theft, Drugs, Defilement” and SUS007’s “When you were brought to Asawase did you see people engaging in crime like stealing? Yes people were stealing.” SUS008’s “What criminal activities are common in Aboabo No. 1? Confusion” and the Asawase suspect’s expressive “Asawasi dier paaa, …” with “unspeakable expressions” suggest normalized disorder.

Emotional Cue: Resignation (SUS005’s “you are likely to learn it”), matter-of-factness (SUS006’s crime list), and expressive frustration (Asawase suspect’s “dier paaa”) reflect normalized delinquency.

Insight: Cultural normalization embeds crimes in community norms, fostering tolerance for delinquency.

3.3.2 Sub-Theme: Ineffective Community Response

Fear of retaliation and weak community mechanisms enable crime. SUS004’s distressed “The public needs to be educated but looking at the view of the people, the youth are stronger than the grown up so they fear and don’t want to complain if they see crime or people who commit it. Because when the person complains they fear when the person comes out they will come at them when they are out” highlights fear-driven silence, echoed by SUS003’s “When crime is committed, do they report it to the police? No, they would rather report it to the chief who also reported it to the commander who ensures patrolling.” SUS006’s “Most people do not trust the police because they take bribe” and SUS007’s defiant “The boys do not really respect or fear the police like that. They rather fear the military. Even with the military if he is one, they will not fear unless more than one” suggest weak authority, aligning with , PPI009’s “They refuse to report their cases,” RL013’s “People around us don’t want us to have our services”.

Emotional Cue: Distress (SUS004’s fear), defiance (SUS007’s police disrespect), and resignation (SUS003’s chief reliance) underscore community inaction.

Insight: Ineffective responses, driven by fear and mistrust, perpetuate crime by reducing accountability.

3.4 Theme 4: Social Isolation

Description: Social isolation, stemming from family breakdowns, economic desperation, or community disconnection, drives youth to crime as a means of survival or belonging. This theme is seen in SUS001, SUS002, SUS006, and SUS007.

3.4.1 Sub-Theme: Family and Economic Isolation

Lack of family support and economic resources isolates youth, pushing them toward survival-based crimes. SUS001’s desperate “Last Sunday, I was very hungry and my sister was also demanding money for food. Since I had none, I stole a car battery, sold it, and used the money to feed my family” and SUS007’s pained “The day I engaged my self in stealing was when I had no money on me. I was hangry… That day I did not sleep early early, I woke up at 3am, they sell some tea over there. I told my master to help me with money so I can buy some to eat but he said he does not have money… That friend did not give me his motor to work because he said he has to cover some debts so he must work that day. That made me end up going for the battery” highlight hunger-driven isolation. SUS006’s “I was so poor to the extent that it was hard for me to get daily meal… I realized that all my clothes were in the dustbin, so I asked my mum, and she informed me that my uncle had given the room for rent. I took his contact and asked him about it, so I called him and we had an argument the following day” reflects family and economic disconnection, echoed by SUS002’s “And my previous life style too is a factor of all this, because of that my family wouldn’t even come to my help when I need them.”

Emotional Cue: Desperation (SUS001, SUS007’s hunger), distress (SUS006’s displacement), and resignation (SUS002’s family disconnection) highlight isolation’s toll.

Insight: Family and economic isolation drive survival-based crimes, as youth lack support networks.

3.4.2 Sub-Theme: Community Disconnection

Lack of integration into community structures amplifies delinquency. SUS006’s “Do religious groups also advise you? No” and SUS002’s “So I was making big money. So it was even through mis-communication and misunderstanding that I was arrested in which my brother was also involve” suggest disconnection from guidance. SUS007’s resigned “People are stingy, even if they have money if you ask them, they will not give you some. Just simple water they will not help you with” and SUS004’s “I mostly live a private life… You know for my past experience in university, a friend of mine was shot by gangs” highlight community detachment, aligning with SUS003’s migration: “I came to Kumasi when I was 10 years, to seek greener pastures.” echo ( MV00L003’s transient populations).

Emotional Cue: Resignation (SUS007’s “People are stingy”), detachment (SUS004’s private life), and alienation (SUS003’s migration) underscore disconnection.

Insight: Community disconnection pushes isolated youth toward delinquent groups for belonging.

3.5 Theme 5: Community Stigma

Description: Negative stereotypes and stigmatization of Zongo communities as crime-prone environments normalize delinquency and discourage positive behavior, trapping youth in a cycle of crime.

3.5.1 Sub-Theme: Stigmatization of Zongo Communities

Stereotypes label Zongo residents as delinquent, influencing behavior. SUS005’s defensive “People normally say that if you grow up in Zongo you are likely to be a bad person and engage in crime, is that true? I do not think so… Zongo is full of stealers, violences and many other crime. Zongo is full of people who are aggressive so if you find yourself over there you are likely to learn it” reflects internalized stigma, contradicted yet reinforced by his resigned description of Zongo. SUS007’s resigned “Will you raise your child in this community? No… Here is not a good community to nurture a child” echoes this stigma, aligning with ( EX-C006’s “Thug life is everywhere”).

Emotional Cue: Defensiveness (SUS005’s “I do not think so”) and resignation (SUS007’s “not a good community”) highlight stigma’s impact.

Insight: Stigmatization normalizes crime by reinforcing negative expectations, trapping youth in delinquent identities.

3.5.2 Sub-Theme: Resistance to Positive Change

Stigma fosters defiance, discouraging youth from rejecting delinquency. SUS007’s “The boys do not really respect or fear the police like that. They rather fear the military” suggests defiance rooted in community norms, while SUS005’s “Zongo is full of people who are aggressive so if you find yourself over there you are likely to learn it” implies pressure to conform. aligns with ( RL011’s “Some who rejects what you’re trying to point out”).

Emotional Cue: Defiance (SUS007’s police disrespect) and resignation (SUS005’s conformity) reflect stigma-driven resistance.

Insight: Stigma creates a self-fulfilling prophecy, where youth adopt delinquent behaviors to meet community expectations.

3.6 Theme 6: Economic and Environmental Enablers (Related Structural Factor)

• Economic Desperation

Unemployment and poverty drive survival-based crimes. SUS001’s “Poverty… Unemployment — the car I worked with broke down, so I had no income,” SUS002’s “No money and other things, we need money to buy clothes,” SUS004’s “Due to some financial crises I couldn’t [continue my masters],” SUS005’s “I have nothing to do; I am unemployed,” SUS006’s “There are no jobs. Some people also don’t have anybody to support them financially,” and SUS007’s “I don’t really have my own Abobo yaa that I drive… money I get from it is not stable” highlight economic pressures

• Lack of Educational Opportunities Limited access to education fuels delinquency. SUS005’s “So do you think that access to education can actually prevent a person from stealing? Yes… I would have gone to school,” SUS006’s “I want to learn a skill,” and SUS008’s “I completed JHS but did not further my education… I’ve made a mistake” reflect educational barriers.

Systemic Barriers: Ineffective policing and mistrust enable crime. SUS004’s “Do you trust the police? Not really… they are barely seen in the night hence their effectiveness is poor,” SUS006’s “Most people do not trust the police because they take bribe,” and SUS007’s “The boys do not really respect or fear the police like that” align with findings ( PPI012’s “Lack of trust from the public,” RL012’s “Because of corruption, the robbers don’t face any punishment”). SUS003’s “They make sure that they patrol around affordable housing and conduct a search on people” suggests some policing efforts, but SUS004’s fear of retaliation undermines their impact.

4 Analysis of Police Officer Transcripts

4.1 Theme 1: Family Dysfunction and Parental Negligence

Description: Police officers consistently identify lack of parental control and inadequate upbringing as key drivers of youth delinquency, aligning with the suspect analysis’s emphasis on family dysfunction. Parental absence, economic pressures, and neglect create supervisory voids, pushing youth toward crime-prone environments. This theme is evident in PPI001, PPI002, PPI005, PPI006, and PPI007, reinforcing suspect findings ( SUS002’s “My father, we lost him very young… it really affected us”).

4.1.1 Sub-Theme: Lack of Parental Control

Police highlight parental neglect as a catalyst for youth crime, often linked to economic pressures or absent parents. PPI001’s matter-of-fact “drug abuse and unemployment and the lack of parental control” and PPI005’s direct “Lack of parental care is also one of the causes of those crimes… When the parents are not looking after them, they will resort to all these crimes to get something to buy food” underscore supervisory gaps. PPI002’s reflective “When parents or guardians can’t provide for their children, the children may turn to crime to survive” and PPI006’s “It is lack of parental care, mostly dropouts taking care of themselves” highlight how neglect drives youth to delinquent peers, echoing SUS006’s “Were you advised about the things you were doing? Yes she did that but I did not listen.” PPI001’s poignant anecdote deepens this: “There was a woman who collapsed in my office here because for four years the son was taking money… meanwhile the child has been dismissed from school right from first year… I told them that they were not responsible because at least your son is here once in a while you come and check on him.” The emotional weight of “collapsed in my office” reflects parental unawareness, aligning with SUS002’s distress over single-parent struggles.

Emotional Cue: Frustration (PPI001’s “they were not responsible”), matter-of-factness (PPI005’s neglect), and concern (PPI002’s survival) highlight the police’s exasperation with parental negligence.

Insight: Lack of parental control, often due to economic or social stressors, leaves youth vulnerable to delinquent influences, as police observe youth turning to crime for survival.

4.1.2 Sub-Theme: Improper Upbringing

Police note that dysfunctional upbringings, including exposure to negative environments, shape delinquent behaviors. PPI005’s “Their upbringing affects their habits” and PPI006’s “Mostly dropouts taking care of themselves, unemployed and are on drugs” suggest that unstable home environments foster criminality, aligning with SUS001’s “I moved from one relative to another, struggling to make ends meet.” PPI007’s “Lack of parental control is a factor” and PPI001’s “The parents are so busy they don’t know what is happening to their children… they don’t care” emphasize how parental absence or distraction enables delinquency, resonating with SUS007’s reliance on his grandmother.

Emotional Cue: Resignation (PPI007’s matter-of-fact tone) and concern (PPI001’s “they don’t care”) reflect police recognition of upbringing’s role.

Insight: Improper upbringing, marked by neglect or exposure to crime-prone settings, socializes youth into delinquency, as police observe in arrested youth.

4.2 Theme 2: Peer-Driven Delinquency

Description: Police confirm that peer groups and gangs have significant influence, encouraging youth to engage in crimes like stealing, robbery, and drug abuse through social pressure and organized networks. This theme aligns with the suspect analysis’s Peer-Driven Delinquency, evident in PPI001, PPI004, PPI005, and PPI007, reinforcing suspect accounts ( SUS006’s “Bad advice from bad company”).

4.2.1 Sub-Theme: Peer Pressure

Peer groups normalize delinquent behaviors, particularly drug use and minor crimes. PPI005’s “The factors include peer group pressure… they will be in groups, and then they will make it as a fun because they don’t know that what they are doing is a crime” highlights how peers trivialize criminality, echoing SUS002’s “You being in community, they will call you a humanizer… you may learn smoking and other things.” PPI001’s detailed account of drug-driven peer influence is striking: “The usage of drugs is affecting the youngsters and the peer pressure, someone has taken it once and then educate you, oh when you take it you’ll become very high so you take it and see… so you’ll continue to buy and use it to commit crimes.” The phrase “you’ll become very high” conveys the seductive pull of peers, aligning with SUS001’s “I was influenced by friends to take drugs, which led to addiction.” PPI004’s “People from poor backgrounds often join bad company and become influenced by negative behavior” reinforces this dynamic, echoing SUS008’s “My friends took drugs.”

Emotional Cue: Concern (PPI001’s drug influence) and frustration (PPI005’s “they don’t know”) reflect police worry about peer-driven delinquency.

Insight: Peer pressure normalizes crimes by framing them as social or recreational activities, drawing vulnerable youth into delinquency.

4.2.2 Sub-Theme: Organized Gang Activity

Gangs provide structured pathways for crime, particularly in Zongo areas. PPI007’s “Most of the criminals come from the ghettos” and PPI006’s “Muslems live there and they sell scraps and most of them are stolen” suggest organized criminal networks, aligning with SUS006’s “What was the name of your gang? Movie group (DC).” PPI001’s observation of student involvement in campus crimes—“Most of them when we’re able to arrest them they say they’re not students but… you realize that they’re students”—hints at gang-like peer groups among students, complementing SUS002’s “The presence of gangs, where leaders train young boys in robbery.” PPI004’s “Many of the young people are influenced by drugs, which leads them to commit crimes” links gangs to drug-driven crime, reinforcing SUS001’s gang training concerns.

Emotional Cue: Resignation (PPI007’s “ghettos”) and concern (PPI004’s drug influence) highlight police recognition of gang structures.

Insight: Gangs organize and amplify delinquency, exploiting youth vulnerabilities in informal settlements.

4.3 Theme 3: Community Normalization of Crime

Description: Police observe that community tolerance, particularly in Zongo areas, normalizes crimes like stealing and assault, embedding delinquency in social norms. This theme refines the suspect analysis’s Community Normalization, evident in PPI003, PPI004, PPI006, and PPI007, aligning with SUS005’s “Zongo is full of stealers, violences and many other crime.”

4.3.1 Sub-Theme: Cultural Normalization

Zongo culture and community attitudes frame crimes as acceptable. PPI004’s “This is a Zongo community, and many of the young people are influenced by drugs, which leads them to commit crimes” and PPI006’s “Muslems live there and they sell scraps and most of them are stolen” reflect normalized delinquency, echoing SUS007’s “When you were brought to Asawase did you see people engaging in crime like stealing? Yes people were stealing.” PPI007’s “Some people are born to be criminals, no matter what you do to them” suggests a resigned acceptance of crime as inherent to certain communities, aligning with SUS005’s “Zongo is full of people who are aggressive so if you find yourself over there you are likely to learn it.” PPI003’s “Stealing, then defrauding by false pretense… offensive conduct, assaulting behaviour” lists normalized crimes, resonating with SUS008’s “Confusion” in Aboabo No. 1.

Emotional Cue: Resignation (PPI007’s “born to be criminals”) and matter-of-factness (PPI004’s Zongo observation) reflect normalized crime.

Insight: Cultural normalization embeds crimes in community norms, reducing social pressure to resist delinquency.

4.3.2 Sub-Theme: Ineffective Community Response

Fear of retaliation and weak community cooperation hinder crime prevention. PPI003’s “They don’t want to come and bring these suspects out because they are afraid that they will pose behind bars… If you commit a crime in my house and I say it’s my husband who did it, you come back and fight me” highlights fear-driven silence, echoing SUS004’s “The youth are stronger than the grown up so they fear and don’t want to complain.” PPI007’s “Sometimes too they take the law into their own hands… To them, if you don’t handle their case to their satisfaction, they might think when they go to police, their criminals will be set free” underscores community mistrust, aligning with SUS006’s “Most people do not trust the police because they take bribe.” PPI006’s “Their leaders are mostly not cooperative in giving us information” further highlights ineffective responses, resonating with SUS003’s chief-led reporting.

Emotional Cue: Frustration (PPI003’s fear of retaliation) and resignation (PPI007’s instant justice) reflect police challenges with community inaction.

Insight: Ineffective responses, driven by fear and mistrust, perpetuate crime by limiting accountability.

4.4 Theme 4: Social Isolation

Description: Police identify social isolation, particularly among unemployed youth and dropouts, as a driver of crime, as youth seek survival or belonging through delinquency. This theme aligns with the suspect analysis’s Social Isolation, evident in PPI002, PPI004, PPI005, and PPI006, reinforcing SUS007’s “I was hangry… That made me end up going for the battery.”

4.4.1 Sub-Theme: Economic and Social Disconnection

Unemployment and lack of community integration isolate youth, pushing them toward crime. PPI002’s “In Ayigya, unemployment is a major issue. This frustration pushes many into narcotic drug use, which often leads to stealing” and PPI004’s “People from poor backgrounds often join bad company” highlight economic isolation, echoing SUS001’s “I was very hungry and my sister was also demanding money for food.” PPI005’s “Improper care, like when they are not having a proper place to sleep… They indulge themselves with their friends” and PPI006’s “Mostly dropouts taking care of themselves, unemployed and are on drugs” suggest social disconnection, aligning with SUS006’s “I realized that all my clothes were in the dustbin.” PPI002’s “We conducted a swoop in Ayigya and found that about 95% of the young boys were using marijuana. Most of them said they had no jobs” underscores isolation’s role in delinquency.

Emotional Cue: Concern (PPI002’s unemployment) and resignation (PPI005’s improper care) reflect police recognition of isolation’s impact.

Insight: Economic and social disconnection drives youth to crime for survival or belonging, as police observe in unemployed youth.

4.4.2 Sub-Theme: Lack of Community Integration

Transient populations and weak community bonds amplify isolation. PPI002’s “The unemployed within the community that attack the students” and PPI005’s “They befriend people who sometimes have a bad attitude” suggest disconnection from positive community structures, echoing SUS003’s “I came to Kumasi when I was 10 years, to seek greener pastures.” PPI006’s “Cooperation from those slums, Moslems live there… their leaders are mostly not cooperative” highlights community fragmentation, aligning with SUS007’s “People are stingy, even if they have money if you ask them, they will not give you some.”

Emotional Cue: Frustration (PPI006’s non-cooperation) and concern (PPI002’s attacks) underscore isolation’s role.

Insight: Lack of integration pushes isolated youth toward delinquent groups, as police note in slum dynamics.

4.5 Theme 5: Community Stigma

Description: Police perceptions of Zongo communities as inherently crime-prone reinforce stereotypes, normalizing delinquency and hindering interventions. This theme aligns with the suspect analysis’s Community Stigma, evident in PPI004, PPI006, and PPI007, reinforcing SUS005’s “People normally say that if you grow up in Zongo you are likely to be a bad person.”

4.5.1 Sub-Theme: Stigmatization of Zongo Communities

Police stereotypes label Zongo residents as delinquent, influencing enforcement approaches. PPI004’s “This is a Zongo community, and many of the young people are influenced by drugs, which leads them to commit crimes” and PPI006’s “Moslems live there and they sell scraps and most of them are stolen” reflect stigmatized views, echoing SUS007’s “Here is not a good community to nurture a child.” PPI007’s “Some people are born to be criminals, no matter what you do to them” reinforces this stigma, aligning with SUS005’s defensive yet resigned Zongo description.

Emotional Cue: Resignation (PPI007’s “born to be criminals”) and matter-of-factness (PPI004’s Zongo comment) reflect internalized stigma.

Insight: Stigmatization normalizes crime by framing Zongo communities as inherently delinquent, shaping police and community expectations.

4.5.2 Sub-Theme: Resistance to Positive Change

Stigma fosters defiance among youth and limits police-community collaboration. PPI007’s “They take the law into their own hands” and PPI004’s “Interference from higher authorities… these individuals often go back to committing the same crimes” suggest defiance rooted in stigma, echoing SUS007’s “The boys do not really respect or fear the police.” PPI006’s “Their leaders are mostly not cooperative” indicates resistance to police efforts, aligning with SUS005’s “Zongo is full of people who are aggressive.”

Emotional Cue: Frustration (PPI004’s interference) and resignation (PPI007’s instant justice) highlight stigma’s barriers.

Insight: Stigma creates a cycle where youth conform to delinquent expectations, and community resistance hinders interventions.

4.6 Theme 6: Community Mistrust

Description: Mistrust between police and communities, driven by perceived corruption, ineffective policing, and fear of retaliation, undermines crime prevention efforts, enabling delinquency to persist. This theme, identified in PPI001, PPI003, PPI004, PPI006, and PPI007, complements Community Normalization and suspect findings ( SUS006’s “Most people do not trust the police because they take bribe”).

4.6.1 Sub-Theme: Perceived Police Corruption

Community perceptions of police corruption reduce cooperation. PPI007’s “To them, if you don’t handle their case to their satisfaction, they might think when they go to police, their criminals will be set free” and PPI004’s “Interference from higher authorities… these individuals often go back to committing the same crimes” highlight mistrust, echoing SUS006’s bribery concerns. PPI002’s “Negative public perception-some people see the police as corrupt or violent, which makes gathering intelligence from the community quite difficult” directly addresses this, aligning with SUS004’s “Do you trust the police? Not really.”

Emotional Cue: Frustration (PPI002’s “quite difficult”) and resignation (PPI007’s “set free”) reflect police challenges with mistrust.

Insight: Perceived corruption erodes trust, limiting community cooperation and enabling crime.

4.6.2 Sub-Theme: Fear of Retaliation

Community fear of retaliation discourages reporting, perpetuating crime. PPI003’s “They don’t want to come and bring these suspects out because they are afraid… If you commit a crime in my house and I say it’s my husband who did it, you come back and fight me” mirrors SUS004’s “They fear when the person comes out they will come at them when they are out.” PPI007’s “Sometimes too they take the law into their own hands” suggests fear-driven vigilante justice, aligning with SUS003’s chief-led reporting as an alternative to police. PPI006’s “Their leaders are mostly not cooperative in giving us information” underscores fear and mistrust, echoing SUS007’s “The boys do not really respect or fear the police.”

Emotional Cue: Frustration (PPI003’s “they are afraid”) and concern (PPI007’s instant justice) highlight barriers to cooperation.

Insight: Fear of retaliation stifles community reporting, allowing crimes to persist unchecked.

5 Structural enablers

Economic Desperation: Unemployment and poverty drive survival-based crimes. PPI001’s “Poverty for instance the person is in need of something that he doesn’t have and he thinks that he can use violence to get it,” PPI002’s “Unemployment is a major issue… about 95% of the young boys were using marijuana. Most of them said they had no jobs,” and PPI004’s “People from poor backgrounds often join bad company” align with SUS007’s “I was hangry.” PPI007’s “Lack of employment might be the cause” reinforces this, echoing SUS006’s “There are no jobs.”

Lack of Education: Limited education fuels delinquency. PPI004’s “Lack of access to education, or only basic education, is a major factor… About 50% of the boys we arrest have either dropped out of school or have no formal education” and PPI001’s “If the person is not educated and doesn’t know the good from bad… some of the things he does contribute to crime” align with SUS005’s “I would have gone to school.”

Systemic Barriers: Logistical constraints and inadequate personnel hinder policing. PPI001’s “Logistic constraints… the difficulty in getting information from people,” PPI002’s “Inadequate logistics… lack of protective personal equipment,” PPI003’s “We have only one car,” PPI005’s “Some impediments from the authorities,” PPI006’s “We don’t have motors when there’s emergency,” and PPI007’s “We share the same car with Division” highlight systemic challenges, reinforcing SUS004’s “They are barely seen in the night hence their effectiveness is poor.”

6 Analysis of Additional Police Officer Transcripts

6.1 Theme 1: Family Dysfunction and Parental Negligence

Description: Police officers in PPI008, PPI010, PPI011, and PPI013 emphasize family dysfunction, particularly polygamous structures, single parenting, and lack of parental supervision, as key drivers of youth delinquency, aligning with prior findings in PPI001, PPI005, and SUS002. Parental negligence, often made bad by economic pressures or complex family dynamics, creates supervisory voids, pushing youth toward crime.

6.1.1 Sub-Theme: Lack of Parental Control

Police highlight how polygamous families and absent parental oversight lead to delinquency. PPI008’s detailed account of polygamy is striking: “It’s normally polygamous married thing… the children too use that as an advantage. Because they will tell their mother, I’m going to my father. The woman will not check whether truly the children are with their father.” This underscores supervisory gaps, echoing PPI001’s “The parents are so busy they don’t know what is happening to their children” and SUS002’s “My father, we lost him very young.” PPI010’s poignant example of a broken home amplifies this: “There is one that we have in custody now… he was three years when the father died. The mother brought him up. He is now 35 years. He is into these drugs and recently caused harm to two students from KNUST… just because the guy went to take Indian hemp.” The emotional weight of “caused harm” and “went into coma” reflects the severe outcomes of parental absence, aligning with SUS006’s “I did not listen” to parental advice. PPI011’s “When interrogating suspects… many come from broken homes. For example, a suspect might say, ‘My mother is in the North, and my father is in Kumasi,’ which shows a lack of supervision” further reinforces this, resonating with SUS007’s reliance on his grandmother.

Emotional Cue: Concern (PPI010’s “caused harm”) and frustration (PPI008’s “they use that as an advantage”) highlight police worry about family dysfunction.

Insight: Polygamy and absent parenting, driven by economic or social stressors, leave youth unsupervised, increasing their vulnerability to delinquency.

6.1.2 Sub-Theme: Improper Upbringing

Inadequate upbringing in dysfunctional families fosters delinquent behaviors. PPI008’s “They don’t have mentors. And their parents, the parental control… They don’t care what time their child sleeps” and PPI013’s “It’s dependent on the parents’ upbringing” suggest that lack of guidance shapes criminality, aligning with PPI005’s “Their upbringing affects their habits” and SUS001’s “I moved from one relative to another.” PPI010’s “When explaining character, I sometimes ask, ‘Why would I steal someone’s phone if I already have one?’ It comes down to values and upbringing” emphasizes the role of poor socialization, echoing SUS005’s “I would have gone to school.” PPI009’s “Some are orphans therefore steal to survive” links improper upbringing to survival-driven crime, resonating with SUS007’s “I was hangry.”

Emotional Cue: Resignation (PPI008’s “they don’t care”) and concern (PPI010’s values question) reflect police recognition of upbringing’s impact.

Insight: Dysfunctional upbringings, marked by absent mentors or values, socialize youth into delinquency, as police observe in arrested suspects.

6.2 Theme 2: Peer-Driven Delinquency

Description: Police in PPI008, PPI009, PPI010, and PPI011 confirm that peer influence and group dynamics drive youth to commit crimes like stealing, assault, and drug abuse, aligning with PPI005, PPI007, and SUS006. Peers normalize delinquent behaviors, often through drug use or group camaraderie, reinforcing the suspect analysis’s Peer-Driven Delinquency theme.

6.2.1 Sub-Theme: Peer Pressure

Peer groups encourage crimes by framing them as fun or social activities. PPI008’s “Influenced by peer pressure. Some people, it’s fun to them… We are friends. We are boys boys. We are going out. But when we see something, we just steal it” highlights the casual nature of peer-driven crime, echoing PPI005’s “They will be in groups, and then they will make it as a fun” and SUS002’s “You may learn smoking and other things.” PPI010’s “The victims were being lured by their peers. They didn’t have the idea of doing it but because their peers are doing it they are also forced to do it” underscores coercive peer influence, aligning with SUS006’s “Bad advice from bad company.” PPI009’s “Main cause of crimes are peer group influencing and drug addiction” reinforces this dynamic, resonating with SUS001’s “I was influenced by friends to take drugs.”

Emotional Cue: Frustration (PPI008’s “it’s fun to them”) and concern (PPI010’s “lured by their peers”) reflect police exasperation with peer influence.

Insight: Peer pressure normalizes crimes by making them socially acceptable, drawing youth into delinquency.

6.2.2 Sub-Theme: Organized Group Activity

Group dynamics, including small crews or gangs, amplify delinquency. PPI008’s “If you beat me and I can’t beat you, I’ll just go and organize my friends and then they will come and then assault you” suggests organized retaliation, aligning with PPI007’s “Most of the criminals come from the ghettos” and SUS006’s “Movie group (DC).” PPI009’s “Some come from afar to commit crimes here” hints at mobile delinquent groups, echoing PPI001’s student gangs and SUS002’s gang leaders. PPI011’s “Peer pressure plays a significant role, especially among those who abuse drugs and associate with negative peer groups” links groups to drug-driven crime, resonating with SUS008’s “My friends took drugs.”

Emotional Cue: Concern (PPI011’s “negative peer groups”) and frustration (PPI008’s “organize my friends”) highlight police challenges with group dynamics.

Insight: Organized groups provide structure for delinquency, exploiting youth vulnerabilities in informal settlements.

6.3 Theme 3: Community Normalization of Crime

Description: Police in PPI008, PPI011, and PPI012 observe that community attitudes, particularly in Muslim-dominated areas like Asawase and Zongo, normalize crimes like stealing and assault.

6.3.1 Sub-Theme: Cultural and Religious Normalization

Religious solidarity in Muslim communities discourages reporting, normalizing crime. PPI008’s “This place is mostly 80% Muslims. And you know Muslims, they think they are all one. So if a brother offends their fellow… they will tell you they are all Muslims” highlights how community bonds protect offenders, echoing PPI004’s “This is a Zongo community” and SUS007’s “People were stealing.” PPI011’s “In my experience, it often comes down to behaviour and character” suggests cultural acceptance of delinquent behaviors, aligning with PPI007’s “Some people are born to be criminals” and SUS005’s “Zongo is full of stealers.” PPI012’s “A lot of criminal activities are recorded in those areas, of which most of them are foreigners and not indigenes. But the indigenes influence them to misbehave” indicates cultural transmission of delinquency, resonating with SUS005’s “If you find yourself over there you are likely to learn it.”

Emotional Cue: Frustration (PPI008’s “they think they are all one”) and resignation (PPI011’s “behaviour and character”) reflect normalized crime.

Insight: Religious and cultural solidarity normalizes crime by reducing accountability, as police observe in community reluctance to report.

6.3.2 Sub-Theme: Ineffective Community Response

Community inaction, driven by solidarity or fear, perpetuates crime. PPI008’s “Some, too, refuse to report their cases to the police because they think they are neighbors, and they don’t see why they should report their cases to police” aligns with PPI003’s “They don’t want to come and bring these suspects out because they are afraid” and SUS004’s “They fear and don’t want to complain.” PPI013’s “Sometimes the actions of the reporters make it obvious they reported” suggests fear of exposure, echoing PPI007’s “They take the law into their own hands.” PPI012’s “Most of their security agencies do not do their work well and sit idle” highlights community inaction, resonating with SUS006’s “Most people do not trust the police.”

Emotional Cue: Frustration (PPI008’s “refuse to report”) and concern (PPI013’s “actions make it obvious”) highlight police challenges with community responses.

Insight: Ineffective responses, driven by solidarity or fear, enable crime by limiting cooperation with police.

6.4 Theme 4: Social Isolation

Description: Police in PPI009, PPI010, and PPI012 identify social isolation, particularly among unemployed youth, orphans, and those from broken homes, as a driver of survival-based crimes, aligning with PPI002, PPI006, and SUS007. Isolation pushes youth toward delinquent groups for belonging or survival.

6.4.1 Sub-Theme: Economic and Social Disconnection

Unemployment and orphanhood isolate youth, leading to crime. PPI009’s “Unemployment and poverty constitute the reasons they commit the crimes, some are orphans therefore steal to survive” and PPI010’s “Some are unemployed and in the house doing nothing… majority of them are graduated” highlight economic isolation, echoing PPI002’s “About 95% of the young boys were using marijuana. Most of them said they had no jobs” and SUS007’s “I was hangry.” PPI012’s “Broken homes” as a cause of crime aligns with SUS001’s “I was very hungry.” PPI010’s “60% to 70% do not know their fathers” underscores social disconnection, resonating with SUS006’s “I realized that all my clothes were in the dustbin.”

Emotional Cue: Concern (PPI009’s “steal to survive”) and frustration (PPI010’s “doing nothing”) reflect police recognition of isolation’s impact.

Insight: Economic and social disconnection drives youth to crime for survival or belonging, as police observe in unemployed and orphaned youth.

6.4.2 Sub-Theme: Lack of Community Integration

Weak community bonds worsen isolation. PPI012’s “The people we live with in the community, some young men and women are engaged in hard drugs” suggests disconnection from positive community structures, aligning with PPI006’s “Cooperation from those slums… their leaders are mostly not cooperative” and SUS003’s “I came to Kumasi when I was 10 years.” PPI009’s “Some come from afar to commit crimes here” indicates transient populations, echoing PPI002’s “The unemployed within the community that attack the students.”

Emotional Cue: Frustration (PPI012’s “hard drugs”) and concern (PPI009’s “from afar”) highlight isolation’s role.

Insight: Lack of integration pushes isolated youth toward delinquent groups, as police note in slum dynamics.

6.5 Theme 5: Community Stigma

Description: Police in PPI008, PPI011, and PPI012 perceive Asawase and Zongo communities as inherently crime-prone, reinforcing stereotypes that normalize delinquency, aligning with PPI004, PPI007, and SUS005. Stigma shapes police and community expectations, hindering interventions.

6.5.1 Sub-Theme: Stigmatization of Communities

Police stereotypes label Asawase and Zongo residents as delinquent. PPI008’s “Most of the people around here are illiterates. And their religion too… their behavior” and PPI011’s “In my experience, it often comes down to behaviour and character” reflect stigmatized views, echoing PPI004’s “This is a Zongo community” and SUS005’s “People normally say that if you grow up in Zongo you are likely to be a bad person.” PPI012’s “A lot of criminal activities are recorded in those areas” reinforces this, aligning with SUS007’s “Here is not a good community to nurture a child.”

Emotional Cue: Resignation (PPI008’s “their behavior”) and matter-of-factness (PPI011’s “behaviour and character”) reflect internalized stigma.

Insight: Stigmatization normalizes crime by framing communities as delinquent, shaping police approaches and community expectations.

6.5.2 Sub-Theme: Resistance to Positive Change

Stigma fosters defiance and limits collaboration. PPI008’s “They think they are all one… they don’t see why they should report their fellow brother” and PPI012’s “Indigenes influence them to misbehave” suggest defiance rooted in stigma, echoing PPI007’s “They take the law into their own hands” and SUS007’s “The boys do not really respect or fear the police.” PPI011’s “Lack of trust from the public” indicates resistance to police efforts, aligning with SUS005’s “Zongo is full of people who are aggressive.”

Emotional Cue: Frustration (PPI008’s “they don’t see why”) and resignation (PPI011’s “lack of trust”) highlight stigma’s barriers.

Insight: Stigma creates a cycle where youth conform to delinquent expectations, and community resistance hinders interventions.

6.6 Theme 6: Community Mistrust

Description: Mistrust between police and communities, driven by political interference, perceived corruption, and fear of retaliation, undermines crime prevention, enabling delinquency to persist. This theme, evident in PPI008, PPI011, PPI012, and PPI013, aligns with PPI003, PPI007, and SUS006.

6.6.1 Sub-Theme: Perceived Police Corruption and Interference

Political interference and perceived corruption erode trust. PPI008’s “Political influence is there… The next time, the same person will do the same thing. Because he or she thinks, even when this thing happens, definitely there’s some high-profile person there who will call” highlights interference, echoing PPI004’s “Interference from higher authorities” and SUS006’s “Most people do not trust the police because they take bribe.” PPI013’s “Interference of the politicians and leaders in the community in our duties” and PPI011’s “Lack of trust from the public. People are often reluctant to share information because they don’t trust the police” reinforce this, aligning with PPI002’s “Negative public perception.” PPI010’s “They take the money and let the person go” directly addresses corruption, resonating with SUS004’s “Not really” trust in police.

Emotional Cue: Frustration (PPI008’s “the same person will do the same thing”) and resignation (PPI011’s “lack of trust”) reflect police challenges with mistrust.

Insight: Perceived corruption and interference undermine community cooperation, enabling crime to persist.

6.6.2 Sub-Theme: Fear of Retaliation

Fear of exposure discourages reporting. PPI013’s “Sometimes the actions of the reporters make it obvious they reported” aligns with PPI003’s “They are afraid… you come back and fight me” and SUS004’s “They fear when the person comes out they will come at them.” PPI008’s “Some, too, refuse to report their cases to the police because they think they are neighbors” suggests fear-driven silence, echoing PPI007’s “They might think criminals will be set free.” PPI012’s “Most of their security agencies do not do their work well and sit idle” implies community disillusionment, resonating with SUS006’s mistrust.

Emotional Cue: Concern (PPI013’s “make it obvious”) and frustration (PPI008’s “refuse to report”) highlight barriers to cooperation.

Insight: Fear of retaliation stifles reporting, allowing crimes to persist unchecked.

6.7 Structural enablers

Economic Desperation: Unemployment and poverty drive survival-based crimes. PPI008’s “Unemployment is one… Some people, it’s fun, it’s fun to them. They just feel like taking it,” PPI009’s “Unemployment and poverty constitute the reasons they commit the crimes,” and PPI010’s “Some are unemployed and in the house doing nothing… majority of them are graduated” align with PPI002’s “Unemployment is a major issue” and SUS007’s “I was hangry.”

Lack of Education: Illiteracy fuels delinquency. PPI008’s “Most of the people around here are illiterates” and PPI010’s “Now when you look at education, it is a key factor the broken homes is causing some of this lack of education” echo PPI004’s “Lack of access to education” and SUS005’s “I would have gone to school.”

Systemic Barriers: Logistical and personnel shortages hinder policing. PPI008’s “You don’t have the logistics. And then, the manpower. We are not many here,” PPI011’s “Inadequate logistics-such as a lack of vehicles and motorbikes,” PPI012’s “The staffs there are not enough so to even patrol and check the areas is even a problem,” and PPI013’s “Insufficient personnel and equipment” align with PPI006’s “We don’t have motors” and PPI003’s “We have only one car.”

7 Analysis of Religious Leader Transcripts

7.1 Theme 1: Family Dysfunction and Parental Negligence

Description: Religious leaders (RL001, RL004, RL005, RL006, RL011, RL012, RL013) emphasize broken homes, single parenting, divorce, and parental negligence as key drivers of youth delinquency, aligning with PPI008’s polygamy, PPI010’s broken homes, and SUS001’s orphanhood. Extended family decline and lack of nurturing.

7.1.1 Sub-Theme: Broken Homes and Divorce

Broken homes and divorce create supervisory voids, pushing youth toward crime. RL001’s “Broken home is one of the major reasons for this crime and the social violence… The children are torn between two stands, where to go” echoes PPI010’s “60% to 70% do not know their fathers” and SUS002’s “My father, we lost him very young.” The RL001, “Thrown away extended family duties; loss of beautiful extended families’ responsibilities to raise proper children,” highlighting the decline of extended family support. RL004’s “Single parenting and poverty… the female or mum might not be in a good position to provide for the children’s education and upkeeps ending them up in stealing,” reinforces this, aligning with SUS010’s “Raised by grandparent because the parents divorced.” RL013’s “Sometimes it happens like that because it’s a man and woman that nurture a child well. But if it is only one (father or mother) it is very difficult” and “In break up (broken marriage) the suffering becomes too much” align with PPI011’s “Single parenting” and SUS008’s “Raised by mom alone, father died.”

Emotional Cue: Concern (RL001’s “torn between two stands,” RL013’s “suffering becomes too much”) and frustration (RL004 note’s “ending them up in stealing”).

Insight: Divorce and single parenting, worsen by economic pressures, leave youth unsupervised, driving them to crime for survival or acceptance.

7.1.2 Sub-Theme: Parental Negligence

Parental neglect, driven by work or self-interest, fosters delinquency. RL001’s “The parents, most of the parents are also neglecting their responsibilities… The child at class one is going to school with 20 Ghana, 30 Ghana, 50 cedes” critiques reliance on money over guidance, echoing PPI008’s “They don’t care what time their child sleeps.” RL006’s “Inadequate nurturing or training (no formal education)… They barely pay attention to their children because their main aim is to make a living and leave” and note’s “The maximum attention a child gets from their parents is 20%” highlight self-focused parenting, aligning with PPI002’s “Lack of parental care; upbringing from informal settlements” and SUS007’s “No work to do; school dropout.” RL011’s “Lack of parental care… Every mother wants to be a working class lady, she is also to take care of the kids” reinforces this, resonating with SUS001’s “I have no parents.” RL004’s note, “Parent should set rules for their kids, no prayers no money, no school no money,” suggests structured discipline as a solution.

Emotional Cue: Frustration (RL001’s “neglecting their responsibilities,” RL006’s “barely pay attention”) and determination (RL004’s “set rules”).

Insight: Parental neglect, driven by economic or social priorities, leaves youth vulnerable to delinquent influences.

7.2 Theme 2: Peer-Driven Delinquency

Description: Religious leaders (RL004, RL006, RL011, RL013) identify peer pressure and bad company as major drivers of crimes like drug abuse, stealing, and prostitution, aligning with PPI008’s “Influenced by peer pressure” and SUS006’s “Bad advice from bad company.” Notes for RL004 and RL006 add specifics on drug normalization and scrap dealing.

7.2.1 Sub-Theme: Peer Pressure

Peer groups normalize delinquent behaviors like drug use and stealing. RL004’s note, “Evil thoughts and the willingness to act on them often stem from drug abuse… Such acts lead to stealing, womanizing, and general chaos,” highlights peer-driven drug culture, aligning with PPI009’s “Doing it for fun because they have gone crazy or dead after taking drugs” and SUS001’s “Smoking weed, disrespecting people, violence are common there.” RL006’s “Peer pressure… If you see somebody sitting by them, you copy” and note’s “Bad friends also play a role” emphasize peer influence, echoing PPI010’s “They didn’t have the idea of doing it but because their peers are doing it they are also forced to do it.” RL013’s “Tell me your friend and I will tell you your attitude” and “From friends influence” reinforce this, aligning with SUS007’s “Bad friends.” RL011’s “They will be having these bases… They will be influenced by their peers” highlights peer-driven bases, resonating with PPI008’s “Organize my friends.”

Emotional Cue: Concern (RL004’s “evil thoughts,” RL013’s “friends influence”) and frustration (RL006’s “you copy”).

Insight: Peer pressure normalizes drug use and crime, drawing youth into delinquent groups for acceptance.

7.2.2 Sub-Theme: Influence of Bases and Scrap Dealing

Ghettos and scrap dealing amplify peer-driven delinquency. RL006’s note, “Most times they use drugs so that they will be out of their senses… Mingling that their business with drugs,” adds that scrap dealing fuels drug-related crimes, aligning with PPI002’s “The using of tricycles to commit crimes” and SUS008’s “Gangs.” RL011’s “The one you called in our local dialect café café describes… It’s something even common to them mingling that their business with drugs” reinforces this, echoing PPI007’s “Most of the criminals come from the ghettos.” RL013’s “There bases are around here” highlights crime bases, aligning with SUS007’s “Ghettos and bases.”

Emotional Cue: Concern (RL006 note’s “out of their senses,” RL011’s “negative impact”).

Insight: Ghettos and scrap dealing provide environments where peers normalize and organize delinquent activities.

7.3 Theme 3: Community Normalization of Crime

Description: Religious leaders (RL004, RL006, RL009, RL011, RL013) note that community attitudes, particularly in Muslim-dominated areas like Asawase, normalize crimes due to cultural barriers, religious solidarity, and ineffective discipline, aligning with PPI008’s “They think they are all one” and SUS005’s “Zongo is full of stealers.” RL004 and RL006 add cultural and ethical barriers.

7.3.1 Sub-Theme: Cultural and Religious Barriers

Cultural and religious norms reduce accountability. RL006’s “Cultural and ethical barriers: Most of these challenges come from Muslim communities… Islam came to meet the culture of Ghanaians” , “Most Muslim communities originate from the northern part… They introduced drugs” highlight cultural importation of delinquent behaviors, aligning with PPI008’s “This place is mostly 80% Muslims.” RL013’s “It is very difficult to convict a Muslim” suggests religious solidarity protects offenders, echoing PPI008’s “They are all Muslims.” RL004’s note, “Some followers don’t listen to any other preacher apart from theirs… As a result of dogmatism,” adds that rigid religious followership normalizes crime. RL011’s “You see in this community the level of prior is minimal… It’s hard for you to get somebody has stolen something from this community” contrasts with other leaders, suggesting selective normalization in Asawase due to schools, but drug abuse persists.

Emotional Cue: Frustration (RL006’s “disorganized,” RL013’s “very difficult to convict”) and resignation (RL004 note’s “dogmatism”).

Insight: Cultural and religious solidarity, particularly in Muslim communities, normalizes crime by discouraging reporting or discipline.

7.3.2 Sub-Theme: Ineffective Community Discipline

Community reluctance to discipline youth perpetuates crime. RL001’s “The mother came to warn me. Why should I cane a child?” highlights resistance to discipline, aligning with PPI008’s “Some, too, refuse to report their cases to the police.” RL010’s “At first, it was easy to train and punish the children but nowadays it’s hard to train and punish them because their parents won’t allow it” reinforces this, echoing RL001’s note, “Loss of beautiful extended families’ responsibilities.” RL004’s note, “We have told them countless times that when a crime is committed, we are not willing to help you,” suggests attempts to enforce accountability, but RL013’s “Police and the residents are so much ‘free’ they don’t fear” indicates lax discipline, aligning with SUS004’s “The residents here don’t respect the police.”

Emotional Cue: Frustration (RL001’s “came to warn me,” RL010’s “parents won’t allow”) and concern (RL004 note’s “not willing to help”).

Insight: Resistance to discipline, rooted in community norms, enables crime by limiting accountability.

7.4 Theme 4: Social Isolation

Description: Religious leaders (RL003, RL005, RL006, RL009, RL011, RL013) identify unemployment, poverty, and lack of parental support as isolating factors driving survival-based crimes, aligning with PPI009’s “Unemployment and poverty constitute the reasons they commit the crimes” and SUS010’s “I was hungry.” RL005 and RL006 emphasize environmental influences and lack of nurturing.

7.4.1 Sub-Theme: Economic and Social Disconnection

Unemployment and poverty isolate youth, leading to crime. RL003’s “Unemployment is a major cause. If someone has a job, what would motivate them to steal?” and RL009’s “If there is unemployment, people will engage in criminal activities… The youth have to eat, buy basic stuff” echo PPI010’s “Some are unemployed and in the house doing nothing” and SUS008’s “No job for me.” RL005’s , “Poverty, unemployment, and lack of education among community members,”, aligning with PPI002’s “Unemployment is a major issue.” RL013’s “Poverty and lack of basic needs brings [crime]” reinforces this, resonating with SUS001’s “I have no parents.” RL004’s , “Laziness is a major reason why some fail… Some women who choose laziness end up selling their bodies,” highlights isolation-driven prostitution.

Emotional Cue: Concern (RL003’s “what would motivate them to steal?” RL009’s “have to eat”) and frustration (RL004’s “laziness”).

Insight: Economic disconnection pushes isolated youth toward survival-based crimes like stealing and prostitution.

7.4.2 Sub-Theme: Lack of Community Integration

Weak community bonds worsen isolation. RL006’s “When they came here they couldn’t mingle the right way… They offer themselves” and note’s “Some of them don’t get this exposure in the north” highlight northern migrants’ disconnection, aligning with PPI009’s “Some come from afar to commit crimes here.” RL005’s note, “Geographic location and environmental factors contribute to criminal behavior patterns,” adds that slum environments isolate youth, echoing PPI012’s “Broken homes.” RL011’s “The child becomes the victim of broken homes… Becomes a street child” reinforces this, resonating with SUS003’s “I came to Kumasi when I was 10 years.”

Emotional Cue: Concern (RL006’s “couldn’t mingle,” RL011’s “street child”).

Insight: Lack of integration, particularly for migrants and street children, drives youth to delinquent groups for belonging.

7.5 Theme 5: Community Stigma

Description: Religious leaders (RL006, RL009, RL011) perceive informal settlements like Asawase and Oforikrom as crime-prone, reinforcing stereotypes that normalize delinquency, aligning with PPI008’s “Most of the people around here are illiterates” and SUS005’s “If you grow up in Zongo you are likely to be a bad person.” RL006 and RL011 add environmental and behavioral stigma.

7.5.1 Sub-Theme: Stigmatization of Communities

Informal settlements are stereotyped as delinquent. RL006’s “It has degraded the statute of the community… This community was full of business but now the phase of it has changed” and note’s “Most Muslim communities originate from the northern part… People think they’re barbaric” highlight stigma, aligning with PPI011’s “Behaviour and character.” RL011’s “Most of those who are practicing those things, they are either drop out from school or illiteracy they are those doing the scraps” reinforces Zongo’s crime-prone image, echoing SUS007’s “Zongo environment lifestyle.” RL009’s “You dare not steal in this neighborhood. The guys want to protect their dignity” suggests resistance to stigma in Asawase, but drug abuse persists, aligning with PPI012’s “A lot of criminal activities are recorded in those areas.”

Emotional Cue: Resignation (RL006’s “degraded the statute”) and defensiveness (RL009’s “protect their dignity”).

Insight: Stigma frames informal settlements as inherently criminal, shaping community and youth behavior.

7.5.2 Sub-Theme: Environmental Influence

Slum environments reinforce delinquent expectations. RL005’s , “The environment shapes character and influences criminal behavior in the community,” adds that physical settings drive crime, aligning with PPI008’s “Most of the people around here are illiterates.” RL006’s “The environment plays 80% role in nurturing a child” reinforces this, echoing SUS007’s “Zongo environment.” RL011’s “In an area whereby there are no schools… They will be influenced by their peers” highlights environmental barriers, resonating with PPI002’s “Bad road networks in hostels.”

Emotional Cue: Concern (RL005 note’s “shapes character,” RL006’s “80% role”).

Insight: Stigmatized environments normalize crime by limiting positive influences like education.

7.6 Theme 6: Community Mistrust

Description: Religious leaders (RL001, RL004, RL006, RL010, RL012, RL013) highlight mistrust in police due to ineffective patrols, corruption, and community resistance, enabling crime to persist, aligning with PPI008’s “Political influence is there” and SUS006’s “Most people do not trust the police.” RL004 and RL006 add details on volunteer efforts and police absence.

7.6.1 Sub-Theme: Ineffective Policing and Corruption

Perceived police corruption and rare patrols erode trust. RL013’s “Police and the residents are so much ‘free’ they don’t fear… Police see people in crimes but fail to discipline them” echoes SUS002’s “I don’t trust the police – they engaged in corruption themselves.” RL006’s “There are no police patrols, it’s just volunteers. It’s rare to see police patrolling unless something has happened” and note’s “The police patrol is very rare here” highlight ineffective policing, aligning with PPI008’s “You don’t have the logistics.” RL010’s “Because of corruption, the robbers don’t face any punishment. The robbery is still going on” reinforces perceived corruption, resonating with PPI010’s “They take the money and let the person go.” RL001’s “We don’t experience it [police patrols]. Just last two months, there was a gunshot” underscores patrol absence, echoing SUS008’s “Police patrols ‘scatters’.”

Emotional Cue: Frustration (RL013’s “don’t fear,” RL010’s “don’t face any punishment”) and concern (RL001’s “gunshot”).

Insight: Ineffective policing and perceived corruption foster mistrust, reducing community cooperation.

7.6.2 Sub-Theme: Community Resistance

Community reluctance to cooperate with police perpetuates crime. RL001’s “For that one, I would say it’s not structured… We use them [human resources] most of the time” indicates informal collaboration, aligning with PPI012’s “Low collaboration from residents.” RL004’s note, “Most cases are as a result of wrongful accusation… They apprehend all those at the base both suspects and the innocents,” suggests distrust due to unfair policing. RL013’s “People don’t fear policemen. Ghanaians don’t fear policemen” reinforces this, echoing SUS004’s “The residents here don’t respect the police.” RL012’s “Community watch dog is not effective here” aligns with PPI012’s “Community policing is not effective.”

Emotional Cue: Frustration (RL004’s “wrongful accusation,” RL013’s “don’t fear”) and resignation (RL012’s “not effective”).

Insight: Community resistance, driven by distrust and ineffective watchdogs, enables crime by limiting police collaboration.

7.7 Structural enablers

Poverty and Unemployment: RL003’s “Unemployment is a major cause,” RL009’s “Unemployment is the main problem causing poverty,” and RL013’s “Poverty and lack of basic needs” align with PPI009’s “Unemployment and poverty” and SUS008’s “No job for me.” RL004’s , “Betting and gambling no longer bring in money,” adds economic desperation.

Lack of Education: RL001’s “The educational background from the natives here is very low,” RL005’s , “Lack of education among community members,” and RL011’s “Most of those who are practicing those things, they are either drop out from school or illiteracy” echo PPI008’s “Most of the people around here are illiterates” and SUS003’s “No formal education.”

Environmental Factors: RL001’s “The place is too congested… There are no street lights,” RL005’s note, “Geographic location and environmental factors,” and RL008’s “Improve the lighting system” highlight slum conditions, aligning with PPI002’s “Bad road networks.”

Systemic Barriers: RL001’s “If their logistics are not there, then whomever they have to contact,” RL006’s “In Arabic whoever is not having the capacity to do something,” and RL013’s “The Government should talk the police leaders” echo PPI008’s “You don’t have the logistics” and PPI012’s “Inadequate logistics.”

8 Analysis of Guardian, and Ex-convicts transcripts

8.1 Theme 1: Family Dysfunction and Parental Negligence

Description: PG001, EX-C005, EX-C006, EX-C007 highlight single parenting, parental death, divorce, and neglect as drivers of delinquency, aligning with RL001’s “broken home,” PPI010’s “single parenting,” and SUS001’s orphanhood. RL001’s “thrown away extended family duties” add depth.

8.1.1 Sub-Theme: Single Parenting and Parental Loss

Single parenting and parental death create supervisory voids. PG001’s “The father left us (dead) in 2005… Single parenting is very difficult and it influences the child’s behavior” echoes RL013’s “If it is only one (father or mother) it is very difficult” and SUS008’s “Raised by mom alone.” EX-C007’s “My daddy wasn’t treating my mom well… She left my dad when I was just two years old” and “My mum was the second wife” align with PPI008’s polygamy and SUS010’s divorce, highlighting family breakdowns. EX-C005’s “They had divorce… I wasn’t really close to my dad” reinforces this, echoing RL012’s single parenting struggles. PG001’s “If his dad was alive he dares do what he did” underscores the disciplinary void, aligning with RL004’s note on parental rules.

Emotional Cue: Frustration (PG001’s “I cried a lot”), regret (EX-C007’s “no one to say… stop”), resignation (EX-C005’s “they don’t care”).

Insight: Single parenting and parental loss, compounded by economic strain, leave youth unsupervised, driving crimes like theft (PG001’s ward).

8.1.2 Sub-Theme: Parental Negligence

Neglect due to economic pressures or absence fosters delinquency. PG001’s “I use to work at KNUST… I was having enough to help him” contrasts with the ward’s theft, suggesting neglect during work hours, aligning with RL006’s “barely pay attention” and SUS007’s “no work to do.” EX-C007’s “I did not have an adviser; both mom and dad were not around” and “My mother’s family… never called and introduced themselves” echo RL001’s note on “loss of extended family duties” and SUS001’s “I have no parents.” EX-C005’s “My parents are divorced and I look after myself so they don’t care” reinforces neglect, aligning with PPI002’s “lack of parental care.”

Emotional Cue: Resignation (EX-C007’s “no one to say… stop”), frustration (PG001’s “I realized almost all was gone”), indifference (EX-C005’s “they don’t care”).

Insight: Neglect, driven by parental absence or economic survival, pushes youth toward delinquent peers.

8.1.3 Theme 2: Peer-Driven Delinquency

Description: EX-C003, EX-C004, EX-C005, EX-C007, EX-C006 emphasize peer influence, gang rivalry, and drug culture as crime drivers, aligning with RL006’s “peer pressure,” PPI008’s “boys boys,” and SUS006’s “bad advice.” RL004’s “bad friends”.

8.1.4 Sub-Theme: Peer Pressure and Gang Rivalry

Peer groups and gangs normalize theft, robbery, and drug use. EX-C003’s “Gang rivalry is usually common here… We always wanted to show who was the ‘killer’” and “Some older people mentored young ones to become thugs” align with RL011’s “bases” and SUS008’s “gangs.” EX-C006’s “We had a gang called the Israel Boys… We would fight people accused of theft” reinforces gang culture, echoing PPI002’s “tricycle crimes.” EX-C007’s “My friends were always doing smoking… I asked them to let me taste it” and EX-C005’s “My friends… were the ones showing me how to do it” highlight peer-initiated drug use, aligning with RL004’s “evil thoughts from drug abuse” and SUS001’s “smoking weed.” EX-C003’s “The ladies can make requests… You’ll be forced to find dubious means to get money” adds gender-driven peer pressure, echoing RL006’s note on “bad friends.”

Emotional Cue: Pride (EX-C003’s “proud to win grudges”), curiosity (EX-C007’s “let me taste it”), pressure (EX-C003’s “forced to find dubious means”).

Insight: Peer groups and gangs, reinforced by mentors or partners, normalize delinquent behaviors for status or survival.

8.1.5 Sub-Theme: Community Bases and Drug Culture

Bases and drug networks facilitate crime. EX-C007’s “We all gather to smoke the wee… We have several base” and “D 10 or volume 10… influences you to do things you know is deliberately wrong” align with RL011’s “café café” and PPI007’s “ghettos.” EX-C005’s “They are mostly at a base” and “I don’t remember but it’s just wee, around 10 years” reinforce drug culture, echoing SUS007’s “ghettos and bases.” EX-C003’s “Friend Thief… stealing from friends because of jealousy” adds intra-peer crime, aligning with RL006’s note on “mingling with drugs.”

Emotional Cue: Normalcy (EX-C007’s “we all gather”), resignation (EX-C005’s “it’s just wee”).

Insight: Bases provide environments where peers normalize drug use and theft, amplifying delinquency.

8.2 Theme 3: Community Normalization of Crime

Description: EX-C007, EX-C003, EX-C004 note community acceptance of theft, drug use, and gang activities, particularly in Asawase and Ayigya, aligning with RL006’s “cultural barriers,” PPI008’s “they think they are all one,” and SUS005’s “Zongo is full of stealers.” n RL004’s “dogmatism” add cultural depth.

8.2.1 Sub-Theme: Cultural Acceptance of Crime

Community norms reduce accountability. EX-C007’s “The crime is not done in the community, they are done outside the community” suggests selective tolerance, aligning with RL013’s “difficult to convict a Muslim” and PPI008’s “refuse to report.” EX-C003’s “We were advised but we chose the same path because we were stubborn” and “The thug life is everywhere” indicate normalized delinquency, echoing RL006’s “cultural barriers” and SUS007’s “Zongo environment lifestyle.” EX-C004’s “It has significantly reduced compared to the past” contrasts with persistent norms, aligning with RL011’s selective normalization in Asawase.

Emotional Cue: Resignation (EX-C003’s “we chose the same path”), normalcy (EX-C007’s “done outside”).

Insight: Cultural acceptance of delinquency, particularly in Zongo communities, enables crime by minimizing consequences.

###Sub-Theme: Lack of Community Discipline Weak discipline perpetuates crime. PG001’s “The case was further sent to the chief palace… I was charged of being disrespectful” highlights punitive community responses over rehabilitation, aligning with RL001’s “The mother came to warn me.” EX-C007’s “We all play and joke around with the police officers so we are familiar with them” suggests leniency, echoing RL013’s “Police and the residents are so much ‘free’” and SUS004’s “don’t respect the police.” EX-C003’s “A chief can just sermon the youth… We don’t want to see the police” indicates preference for informal discipline, aligning with PPI012’s “low collaboration.”

Emotional Cue: Frustration (PG001’s “fined GHC 100.00”), indifference (EX-C007’s “play and joke”).

Insight: Ineffective community discipline, coupled with police familiarity, enables crime by reducing fear of consequences.

8.3 Theme 4: Social Isolation

Description: EX-C003, EX-C004, EX-C005, EX-C007, PG001 identify unemployment, poverty, and lack of family support as isolating factors driving survival-based crimes, aligning with RL009’s “unemployment,” PPI009’s “poverty,” and SUS010’s “I was hungry.”

8.3.1 Sub-Theme: Economic and Social Disconnection

Unemployment and poverty push youth toward crime. EX-C003’s “It’s all about employment. It’s hard to get a job” and EX-C004’s “Due to lack of jobs… he was struggling financially” echo RL003’s “Unemployment is a major cause” and PPI010’s “unemployed and in the house doing nothing.” EX-C007’s “There’s no money in my family… I had to start hustling to cater for my needs” and EX-C005’s “There was no money” align with SUS008’s “no job for me” and RL009’s “have to eat.” PG001’s “My monthly income is even a fraction of that” highlights economic strain, echoing RL004’s note on “laziness” and prostitution. EX-C007’s “If you do not have money you start thinking wickedly” reinforces survival-driven crime, aligning with PPI009’s “unemployment and poverty.”

Emotional Cue: Desperation (EX-C007’s “thinking wickedly”), frustration (EX-C003’s “hard to get a job”), resignation (PG001’s “fraction of that”).

Insight: Economic disconnection isolates youth, driving theft and drug use for survival.

8.3.2 Sub-Theme: Lack of Community Integration

Weak family and community bonds worsen isolation. EX-C007’s “My mother’s family… never called and introduced themselves” and “Both my parent family left me” echo RL006’s “couldn’t mingle the right way” and SUS003’s migration. EX-C005’s “Everyone was unconcerned” and “I look after myself” align with RL011’s “street child” and PPI012’s “broken homes.” PG001’s “They barely go out and make no friends” indicates isolation before delinquency, contrasting with EX-C003’s “I used to hang out with my mentor,” showing delinquent integration.

Emotional Cue: Abandonment (EX-C007’s “they never called”), indifference (EX-C005’s “unconcerned”).

Insight: Lack of family and community support drives youth to delinquent groups for belonging.

8.4 Theme 5: Community Stigma

Description: EX-C003, EX-C004, EX-C007 note that Ayigya and Asawase are stereotyped as crime-prone, reinforcing delinquent behavior, aligning with RL006’s “degraded the statute,” PPI008’s “illiterates,” and SUS005’s “Zongo is full of stealers.” RL006’s “barbaric”

8.4.1 Sub-Theme: Stigmatized Communities

Informal settlements are seen as delinquent hubs. EX-C007’s “Most of the young boys are selling weed… If you grow up in this community, no matter what you do, you will sell weed” echoes RL011’s “drop out from school or illiteracy” and SUS007’s “Zongo environment.” EX-C003’s “The thug life is everywhere, but very common in Oforikrom” and EX-C004’s “Lack of jobs… may drive the youth to engage in illegal activities” reinforce stigma, aligning with PPI011’s “behaviour and character.” EX-C005’s “This place is not really good” reflects internalized stigma, echoing RL006’s “degraded the statute.”

Emotional Cue: Resignation (EX-C007’s “you will sell weed”), acknowledgment (EX-C005’s “not really good”).

Insight: Stigma frames Ayigya and Asawase as crime-prone, shaping youth behavior toward delinquency.

8.4.2 Sub-Theme: Environmental Influence

Slum environments reinforce delinquent expectations. EX-C007’s “The trend in this community… is weed selling” and “The environment or society counts a lot” align with RL005’s note on “geographic location” and PPI002’s “bad road networks.” EX-C004’s “There was little to no security in the area” echoes RL001’s “no street lights” and SUS007’s “Zongo environment.” EX-C006’s “Coming from a broken home… caused me to drop out of school” links environmental stigma to family issues, aligning with RL006’s “environment plays 80% role.”

Emotional Cue: Resignation (EX-C007’s “society counts”), frustration (EX-C004’s “no security”).

Insight: Stigmatized environments limit positive influences, normalizing crime.

8.5 Theme 6: Community Mistrust

Description: PG001, EX-C003, EX-C007, EX-C005 highlight mistrust in police due to perceived leniency, corruption, or unresponsiveness, aligning with RL013’s “don’t fear policemen,” PPI008’s “political influence,” and SUS006’s “don’t trust the police.” RL004’s “wrongful accusation”.

8.5.1 Sub-Theme: Ineffective Policing and Corruption

Perceived police leniency and corruption erode trust. EX-C007’s “We all play and joke around with the police officers so we are familiar with them” echoes RL013’s “so much ‘free’” and SUS004’s “don’t respect the police.” EX-C005’s “I didn’t report [rape]… I know they wouldn’t do anything” reflects distrust, aligning with RL010’s “because of corruption” and PPI010’s “let the person go.” PG001’s “The police officer in charge just didn’t let it slide” contrasts with “other officers… really helped,” suggesting inconsistent policing, echoing RL006’s “rare to see police patrolling.” EX-C003’s “Police are also chasing us” indicates enforcement but not trust, aligning with PPI008’s “don’t have the logistics.”

Emotional Cue: Resignation (EX-C007’s “play and joke”), distrust (EX-C005’s “wouldn’t do anything”), frustration (PG001’s “didn’t let it slide”).

Insight: Perceived leniency and corruption foster mistrust, reducing community cooperation.

8.5.2 Sub-Theme: Community Resistance

Community reluctance to engage with police enables crime. EX-C007’s “Chaos and hurting others are common and no one will take responsibility” aligns with RL001’s “refuse to report” and PPI012’s “low collaboration.” EX-C003’s “We don’t want to see the police… A chief can just sermon the youth” prefers informal solutions, echoing RL012’s “community watch dog is not effective.” PG001’s experience with the chief’s palace fines indicates community resistance to formal justice, aligning with RL004’s note on “wrongful accusation.”

Emotional Cue: Preference for alternatives (EX-C003’s “sermon the youth”), frustration (PG001’s “charged of being disrespectful”).

Insight: Community preference for informal justice and distrust in police enable crime persistence.

8.6 Structural enablers

Poverty and Unemployment: EX-C003’s “It’s all about employment,” EX-C004’s “lack of jobs,” EX-C007’s “no money in my family,” and PG001’s “fraction of that” echo RL009’s “unemployment” and PPI009’s “poverty.”

Lack of Education: EX-C005’s “There was no money” for school, EX-C006’s “drop out in class 6,” and EX-C004’s “illiteracy makes people gullible” align with RL011’s “drop out from school” and PPI008’s “illiterates.”

Environmental Factors: EX-C004’s “little to no security,” EX-C007’s “weed selling” trend, and EX-C005’s “not really good” echo RL001’s “no street lights” and PPI002’s “bad road networks.”

Systemic Barriers: PG001’s “fined GHC 100.00” and EX-C007’s “no one will take responsibility” highlight weak justice systems, aligning with RL013’s “Government should talk the police leaders” and PPI008’s “inadequate logistics.”

9 Analysis of Assembly Member Transcripts

9.1 Theme 1: Family Dysfunction and Parental Negligence

Description: MV00L001, MV00L002, MV00L003 highlight parental negligence, polygamy, and single parenting as crime drivers, aligning with PG001’s “single parenting is very difficult,” RL013’s “only one parent,” and EX-C007’s “no adviser.” RL001’s “thrown away extended family duties”.

9.1.1 Sub-Theme: Parental Negligence and Polygamy

Neglect and polygamy create unsupervised youth. MV00L001’s “Parental negligence is a major factor… parents do not care about their children” echoes PG001’s “I was having enough to help him” and RL006’s “barely pay attention.” MV00L002’s “They have the right to marry up to four… bring a number of children without taking care of them” aligns with PPI008’s “polygamy” and EX-C007’s “second wife” issues. MV00L003’s “Two couples split up… the child is now a school drop out” reinforces single parenting, echoing PG001’s “father left us (dead)” and SUS008’s “raised by mom alone.” MV00L002’s “Some people leave their children… bad people get them” highlights neglect, aligning with EX-C005’s “they don’t care.”

Emotional Cue: Frustration (MV00L001’s “don’t have peace of mind”), concern (MV00L002’s “train them to steal”), resignation (MV00L003’s “no avail”).

Insight: Neglect, driven by polygamy or single parenting, leaves youth vulnerable to delinquent influences, perpetuating theft and drug abuse.

9.1.2 Sub-Theme: Child Marriage and Delinquency

Early marriage worsen neglect. MV00L002’s “They give out their children at early ages for marriage… to control prostitution” aligns with RL006’s “abortion” and EX-C007’s “young girls involve in drugs.” This leads to inexperienced parenting, as MV00L002 notes, “Inexperience parents… wouldn’t be able to take care of the kids,” echoing RL013’s “suffering becomes too much.”

Emotional Cue: Concern (MV00L002’s “early marriage”), frustration (MV00L003’s “school drop out”).

Insight: Early marriage, driven by poverty, creates cycles of neglect, pushing youth toward crime.

9.2 Theme 2: Peer-Driven Delinquency

Description: MV00L001, MV00L002, MV00L003, MV00L004 note peer influence, drug markets, and gang activities, aligning with EX-C003’s “gang rivalry,” RL006’s “peer pressure,” and PPI008’s “boys boys.”

9.2.1 Sub-Theme: Peer Influence and Drug Markets

Peer groups and drug access drive delinquency. MV00L002’s “Drugs, every corner that you enter they are selling it” and “Small boys and girls involve in this just along the river” echo EX-C007’s “we all gather to smoke the wee” and RL011’s “café café.” MV00L004’s “Youth below 15 years are buying drugs” and “Anadwo 33d3… pulls thugs from different areas” align with EX-C005’s “base” and PPI002’s “tricycle crimes.” MV00L003’s “Youth ends up associating themselves with bad companies” reinforces peer influence, echoing RL006’s “bad friends” and SUS006’s “bad advice.” MV00L002’s “Big men… train them to steal” highlights exploitative mentorship, aligning with EX-C003’s “older people mentored young ones.”

Emotional Cue: Alarm (MV00L002’s “destroying the youth”), concern (MV00L004’s “no future”), frustration (MV00L003’s “bad companies”).

Insight: Accessible drug markets and exploitative peers normalize theft, robbery, and drug abuse among youth.

9.2.2 Sub-Theme: Gang Activities and Hotspots

Gangs and crime hotspots enable delinquency. MV00L004’s “Thugs surrounding the tech taxi rank during the night” and MV00L003’s “crime hotspot” e.g., vampire house align with EX-C003’s “Israel Boys” and RL011’s “bases.” MV00L001’s “Pragyia… many boys drop out of school” echoes PPI002’s “tricycle crimes” and EX-C004’s “pragya motor.” MV00L002’s “Motor bikes to snatch things” reinforces gang mobility, aligning with SUS007’s “Zongo environment.”

Emotional Cue: Concern (MV00L004’s “butchered each other”), frustration (MV00L003’s “sacked all of them”).

Insight: Gang hotspots and mobility (e.g., pragya) facilitate organized crime, amplifying peer-driven delinquency.

9.3 Theme 3: Community Normalization of Crime

Description: MV00L002, MV00L003, MV00L004 highlight squatter settlements, cultural practices, and external crime as normalizing factors, aligning with RL006’s “cultural barriers,” EX-C007’s “done outside the community,” and PPI008’s “refuse to report.” Notes RL004’s “dogmatism”.

9.3.1 Sub-Theme: Squatter Settlements and Cultural Norms

Squatter settlements normalize crime. MV00L003’s “Dagomba’s… building squatters and undertaking unlawful activities” and MV00L002’s “Nigerians… put up wooden structure” echo RL006’s “northern part” and EX-C007’s “no permanent place.” MV00L003’s “In Zongo we don’t steal or rob here… They go out to steal” aligns with EX-C007’s “crime is not done in the community” and RL013’s “difficult to convict a Muslim,” reflecting selective tolerance. MV00L002’s “Polygamy… leads to poverty” reinforces cultural drivers, echoing RL013’s “religious solidarity” and PPI008’s “they think they are all one.”

Emotional Cue: Frustration (MV00L003’s “harm me”), resignation (MV00L002’s “cosmopolitan area”).

Insight: Squatter settlements and cultural norms ( polygamy, Zongo solidarity) reduce accountability, enabling external crimes.

9.3.2 Sub-Theme: Weak Community Discipline

Ineffective discipline perpetuates crime. MV00L003’s “All those sent to the police station are eventually released… it will be a foolish case” echoes EX-C007’s “play and joke with police” and RL013’s “don’t fear policemen.” MV00L002’s “Sometimes we charge them to cater for some of the cost” indicates informal sanctions, aligning with PG001’s “chief palace” fines and RL012’s “community watch dog is not effective.” MV00L004’s “Police obey some powerful figures… it turns foolish case” reinforces leniency, echoing PPI008’s “political influence.”

Emotional Cue: Frustration (MV00L003’s “foolish case”), resignation (MV00L004’s “in vain”).

Insight: Weak discipline, including informal sanctions and police leniency, normalizes crime by minimizing consequences.

9.4 Theme 4: Social Isolation

Description: MV00L001, MV00L002, MV00L003, MV00L004 identify unemployment, poverty, and squatter disconnection as isolating factors, aligning with EX-C004’s “lack of jobs,” RL009’s “unemployment,” and PG001’s “fraction of that.”

9.4.1 Sub-Theme: Economic and Social Disconnection

Unemployment and poverty drive survival crimes. MV00L001’s “Poverty, unemployment, and lack of education… definitely contribute to crime” echoes EX-C003’s “hard to get a job” and RL003’s “unemployment is a major cause.” MV00L002’s “Poverty leads to some of these issues” and “School dropout” align with EX-C005’s “no money” and SUS008’s “no job for me.” MV00L003’s “Child has to struggle to make ends meet” reinforces economic strain, echoing PG001’s “monthly income is a fraction” and RL009’s “have to eat.” MV00L004’s “Youth doesn’t have a future” highlights despair, aligning with EX-C007’s “thinking wickedly.”

Emotional Cue: Desperation (MV00L002’s “poverty”), concern (MV00L004’s “no future”), frustration (MV00L001’s “no peace of mind”).

Insight: Economic isolation pushes youth toward crime for survival, exacerbated by lack of education.

9.4.2 Sub-Theme: Squatter and Migrant Isolation

Squatter settlements isolate migrants, fostering crime. MV00L002’s “They don’t have a permanent stay… use it as opportunity” and MV00L003’s “Dagomba’s… settled in areas zoned as buffer” echo RL006’s “couldn’t mingle the right way” and EX-C007’s “no permanent place.” MV00L004’s “Evacuate the Zongo part… very difficult” indicates integration challenges, aligning with RL005’s note on “geographic location” and SUS003’s migration.

Emotional Cue: Frustration (MV00L003’s “harm me”), resignation (MV00L002’s “cosmopolitan area”).

Insight: Migrant disconnection in squatter zones drives delinquent group formation.

9.5 Theme 5: Community Stigma

Description: MV00L001, MV00L002, MV00L003, MV00L004 note that Ayigya, Oforikrom, and Asawase are stereotyped as crime-prone, aligning with EX-C007’s “weed selling,” RL006’s “degraded the statute,” and PPI008’s “illiterates.”

9.5.1 Sub-Theme: Stigmatized Communities

Informal settlements are seen as delinquent hubs. MV00L003’s “We live close to the Zongo… level of education is very low” echoes RL011’s “illiteracy” and EX-C005’s “not really good.” MV00L002’s “Cosmopolitan area… especially where Muslims are” and “Squatters… involve in most of these things” reinforce stigma, aligning with EX-C007’s “you will sell weed” and PPI011’s “behaviour and character.” MV00L004’s “Anadwo 33d3… pulls thugs” highlights stigmatized hotspots, echoing RL011’s “bases.”

Emotional Cue: Concern (MV00L002’s “destroying the youth”), resignation (MV00L003’s “Zongo”).

Insight: Stigma frames these communities as crime-prone, shaping youth behavior toward delinquency.

9.5.2 Sub-Theme: Environmental Influence

Slum conditions reinforce delinquent expectations. MV00L003’s “Areas with no access roads… maintaining law and order becomes difficult” echoes RL001’s “no street lights” and EX-C004’s “no security.” MV00L002’s “Indiscriminate disposal… headache” aligns with RL005’s “geographic location” and PPI002’s “bad road networks.” MV00L001’s “Lacks many basic infrastructures” reinforces environmental barriers, echoing EX-C007’s “society counts.”

Emotional Cue: Frustration (MV00L003’s “no access roads”), exhaustion (MV00L002’s “headache”).

Insight: Poor infrastructure amplifies stigma, limiting positive influences and enabling crime.

9.6 Theme 6: Community Mistrust

Description: MV00L001, MV00L002, MV00L003, MV00L004 highlight mistrust in police due to corruption, leniency, and political interference, aligning with EX-C007’s “play and joke,” RL013’s “corruption,” and PG001’s “didn’t let it slide.”

9.6.1 Sub-Theme: Police Corruption and Leniency

Perceived corruption erodes trust. MV00L002’s “Within a short time the person was out… how much the person was able to pay” echoes RL010’s “corruption” and EX-C005’s “they wouldn’t do anything.” MV00L004’s “Police obey some powerful figures… turns foolish case” and MV00L003’s “All those sent to the police station are eventually released” align with RL013’s “don’t fear policemen” and PPI010’s “let the person go.” MV00L001’s “Residents trust the police” contrasts with MV00L004’s “I don’t trust the police… sister was robbed,” echoing PG001’s inconsistent policing and SUS006’s “don’t trust the police.”

Emotional Cue: Frustration (MV00L004’s “in vain”), resignation (MV00L003’s “foolish case”), mixed trust (MV00L001’s “cordial relationship”).

Insight: Perceived corruption and leniency undermine police effectiveness, enabling crime.

9.6.2 Sub-Theme: Political and Community Interference

Political and cultural interference hampers justice. MV00L002’s “Honourable Muntaka… we should release the boy” and MV00L004’s “powerful figures” echo PPI008’s “political influence” and RL013’s “Government should talk the police leaders.” MV00L003’s “Favoritism, family relations and who you know” aligns with RL004’s “wrongful accusation” and PG001’s “chief palace” issues. MV00L002’s “Big men coming to do something about the matter” reflects community resistance, echoing EX-C007’s “no responsibility.”

Emotional Cue: Frustration (MV00L002’s “obstacles”), resignation (MV00L003’s “step down”).

Insight: Political and community interference fosters mistrust, reducing cooperation with authorities.

9.7 Structural enablers

Poverty and Unemployment: MV00L001’s “poverty, unemployment,” MV00L002’s “poverty leads to issues,” and MV00L003’s “struggle to make ends meet” echo EX-C003’s “hard to get a job” and RL009’s “unemployment.”

Lack of Education: MV00L003’s “level of education is very low” and MV00L002’s “school dropout” align with EX-C005’s “no money” and RL011’s “illiteracy.”

Poor Infrastructure: MV00L003’s “no access roads,” MV00L002’s “indiscriminate disposal,” and MV00L001’s “lacks basic infrastructures” echo RL001’s “no street lights” and EX-C004’s “no security.”

Systemic Barriers: MV00L004’s “foolish case” and MV00L002’s “political interference” highlight weak justice systems, aligning with RL013’s “corruption” and PPI008’s “inadequate logistics.”

10 Final finding : Factors and Mechanisms Perpetuating Criminal Activities in Kumasi’s Informal Settlements

Kumasi’s informal settlements-Ayigya, Oforikrom, and Asawase-are characterized by persistent criminal activities, including theft, robbery, drug abuse, assault, fraud, and defilement, which undermine community safety, productivity, and moral fabric. Objective 2 seeks to analyze the social factors and mechanisms perpetuating these crimes, drawing on 46 interviews from diverse stakeholders: suspects (SUS001–SUS010), police officers (PPI001–PPI013), religious leaders (RL001–RL013), a guardian (PG001), ex-convicts EX-C003, EX-C004, EX-C007, EX-C006, EX-C002, EX-C005, and assembly members (MV00L001–MV00L004). The inductive thematic analysis identifies six social themes-Family Dysfunction and Parental Negligence, Peer-Driven Delinquency, Community Normalization of Crime, Social Isolation, Community Stigma, and Community Mistrust-as the core mechanisms driving crime cycles. Structural enablers (poverty, unemployment, lack of education, poor infrastructure) amplify these social factors, while community efforts ( watchdogs, NGOs) and challenges ( mistrust, political interference) shape perpetuation.

11 Methodology

The six-step inductive thematic analysis (Braun & Clarke, 2006, adapted for qualitative data) was applied:

Familiarization: Immersed in all 46 transcripts, noting social factors ( parental neglect, peer influence, squatter settlements, …, ), emotional tones ( frustration, resignation, hope, …), and community dynamics.

Initial Coding: Generated codes (…, “single parenting,” “drug markets,” “police corruption,” “unemployment”) from transcripts and notes ( RL004’s “dogmatism,” SUS007’s “Zongo environment”, …).

Generating Themes: Grouped codes into six themes, ensuring fit across stakeholders ( “polygamy” in Family Dysfunction, “gang rivalry” in Peer-Driven Delinquency, …).

Reviewing Themes: Confirmed theme robustness, merging overlapping codes (…, “squatter settlements” into Community Normalization) and verifying no new themes emerged.

Defining Themes: Refined theme definitions to reflect stakeholder diversity, emphasizing mechanisms like neglect, peer pressure, and mistrust.

Reporting:

The methodology validated themes through iterative reviews, confirming their robustness across the dataset.

Thematic Analysis The six themes capture social mechanisms perpetuating crime, with sub-themes

11.1 Theme 1: Family Dysfunction and Parental Negligence

Description: Family breakdowns-single parenting, parental death, divorce, polygamy, and neglect-create supervisory voids, pushing youth toward delinquency. This theme spans all stakeholders: PG001’s single parenting, EX-C007’s orphanhood, MV00L002’s polygamy, RL013’s “only one parent,” PPI010’s “single parenting,” and SUS002’s “father died.” RL001’s “thrown away extended family duties”

11.1.1 Sub-Theme: Single Parenting and Parental Loss

Single parenting and loss leave youth unsupervised. PG001’s “The father left us (dead) in 2005… Single parenting is very difficult and it influences the child’s behavior” echoes RL013’s “If it is only one (father or mother) it is very difficult” and SUS001’s “I have no parents.” The emotional weight of PG001’s “If his dad was alive he dares do what he did” reflects disciplinary voids, aligning with MV00L003’s “Two couples split up… the child is now a school drop out” and EX-C007’s “My daddy wasn’t treating my mom well… She left my dad when I was two weeks old.” PPI010’s “60% to 70% do not know their fathers” and EX-C005’s “They had divorce… I wasn’t really close to my dad” reinforce this, highlighting economic and emotional strain. RL001’s “Loss of beautiful extended families’ responsibilities” adds that family fragmentation extends beyond immediate parents.

Emotional Cue: Frustration (PG001’s “I cried a lot”), abandonment (EX-C007’s “no adviser”), resignation (EX-C005’s “they don’t care”).

Insight: Single parenting and parental loss, compounded by poverty, limit guidance, driving youth to crime for survival or acceptance.

11.1.2 Sub-Theme: Polygamy and Neglect

MV00L002’s “They have the right to marry up to four… bring a number of children without taking care of them” aligns with PPI008’s “polygamy” and EX-C007’s “second wife,” reflecting overcrowded households. RL006’s “barely pay attention” and PG001’s “I was having enough to help him” (yet ward stole) indicate neglect during work hours. MV00L001’s “Parental negligence is a major factor… parents do not care” and EX-C005’s “Everyone was unconcerned” highlight neglect’s role in theft and drug abuse, echoing SUS007’s “no work to do.” MV00L002’s “Inexperience parents… give birth to children and wouldn’t be able to take care of the kids” ties to early marriage, aligning with RL013’s “suffering becomes too much.”

Emotional Cue: Concern (MV00L002’s “train them to steal”), frustration (MV00L001’s “no peace of mind”), resignation (EX-C005’s “look after myself”).

Insight: Polygamy and neglect, driven by economic pressures, create unsupervised environments, fostering crime.

Structural enablers: Poverty (PG001’s “fraction of that,” MV00L002’s “poverty leads to issues”) and lack of education (EX-C005’s “no money,” MV00L003’s “school drop out”) limit parental capacity.

11.2 Theme 2: Peer-Driven Delinquency

Description: Peer groups, gangs, and drug markets normalize theft, robbery, and drug abuse, evident in EX-C003’s “gang rivalry,” MV00L004’s “Anadwo 33d3,” RL006’s “peer pressure,” PPI008’s “boys boys,” and SUS006’s “bad advice.” RL004’s “bad friends”.

11.2.1 Sub-Theme: Peer Pressure and Gang Rivalry

Peer groups drive delinquency for status or survival. EX-C003’s “Gang rivalry is usually common here… We always wanted to show who was the ‘killer’” and “Some older people mentored young ones to become thugs” align with RL011’s “bases” and SUS008’s “gangs.” MV00L004’s “Thugs surrounding the tech taxi rank… butchered each other” and MV00L002’s “Big men… train them to steal” highlight exploitative mentorship, echoing EX-C003’s “older people mentored.” EX-C007’s “My friends were always doing smoking… I asked them to let me taste it” and EX-C005’s “Friends… showing me how to do it” reflect peer-initiated drug use, aligning with RL004’s “evil thoughts from drug abuse” and SUS001’s “smoking weed.” EX-C003’s “The ladies can make requests… forced to find dubious means to get money” adds gender-driven pressure, echoing SUS006’s “bad company.”

Emotional Cue: Pride (EX-C003’s “proud to win grudges”), curiosity (EX-C007’s “let me taste it”), pressure (EX-C003’s “dubious means”).

Insight: Peers and gangs normalize delinquency, leveraging status or economic desperation.

11.2.2 Sub-Theme: Drug Markets and Crime Hotspots

Accessible drug markets and hotspots facilitate crime. MV00L002’s “Drugs, every corner that you enter they are selling it” and MV00L004’s “Anadwo 33d3… pulls thugs from different areas” echo EX-C007’s “several base” and RL011’s “café café.” EX-C005’s “Started… wee, around 10 years” and MV00L004’s “Youth below 15 years are buying drugs” highlight early exposure, aligning with PPI007’s “ghettos.” MV00L003’s “Vampire house” and EX-C003’s “Friend Thief… stealing from friends” reinforce intra-peer crime, echoing RL006’s “mingling with drugs.” EX-C007’s “D 10 or volume 10… influences you to do things you know is deliberately wrong” underscores drug-driven crime, aligning with SUS007’s “ghettos and bases.”

Emotional Cue: Alarm (MV00L002’s “destroying the youth”), resignation (EX-C005’s “it’s just wee”), concern (MV00L004’s “no future”).

Insight: Drug markets and hotspots provide environments for peer-driven crime, amplifying theft and violence.

Structural enablers: Unemployment (EX-C003’s “hard to get a job,” MV00L001’s “poverty, unemployment”) and lack of education (MV00L003’s “low education”) drive youth to delinquent peers.

11.3 Theme 3: Community Normalization of Crime

Description: Cultural acceptance, squatter settlements, and weak discipline normalize crime, evident in EX-C007’s “done outside the community,” MV00L003’s “Zongo we don’t steal here,” RL006’s “cultural barriers,” and PPI008’s “refuse to report.” RL004’s “dogmatism”.

11.3.1 Sub-Theme: Cultural Acceptance and Squatter Settlements

Community norms and squatter settlements reduce accountability. MV00L003’s “In Zongo we don’t steal or rob here… They go out to steal” and EX-C007’s “Crime is not done in the community” reflect selective tolerance, where external crimes are overlooked, aligning with RL013’s “difficult to convict a Muslim” and PPI008’s “they think they are all one.” MV00L002’s “Nigerians… put up wooden structure” and MV00L003’s “Dagomba’s… building squatters” highlight squatter-driven crime, echoing RL006’s “northern part” and EX-C007’s “no permanent place.” MV00L002’s “Polygamy… leads to poverty” reinforces cultural drivers, aligning with RL013’s “religious solidarity.” SUS005’s “Zongo is full of stealers” underscores normalized delinquency in Asawase and Oforikrom.

Emotional Cue: Resignation (MV00L003’s “cosmopolitan area”), frustration (EX-C007’s “no responsibility”), irritation (PG001’s “fined GHC 100.00”).

Insight: Cultural acceptance and squatter settlements enable external crimes, reducing community accountability.

11.3.2 Sub-Theme: Weak Community Discipline

Ineffective discipline perpetuates crime. MV00L003’s “All those sent to the police station are eventually released… foolish case” echoes EX-C007’s “Play and joke with police” and RL013’s “don’t fear policemen.” PG001’s “The case was further sent to the chief palace… charged of being disrespectful” and MV00L002’s “Sometimes we charge them to cater for some of the cost” highlight informal sanctions, aligning with RL012’s “community watch dog is not effective.” MV00L004’s “Police obey some powerful figures” reinforces leniency, echoing PPI008’s “political influence.”

Emotional Cue: Frustration (MV00L003’s “foolish case”), resignation (EX-C007’s “play and joke”), irritation (PG001’s “disrespectful”).

Insight: Weak discipline, including informal sanctions and police leniency, normalizes crime by minimizing consequences.

Structural Enablers: Poor infrastructure (MV00L003’s “no access roads,” RL001’s “no street lights”) and systemic barriers (MV00L004’s “powerful figures”) enable normalized crime.

11.4 Theme 4: Social Isolation

Description: Unemployment, poverty, and lack of parental support isolate youth, driving survival crimes, evident in EX-C004’s “lack of jobs,” MV00L001’s “poverty, unemployment,” RL009’s “unemployment,” and SUS010’s “I was hungry.”

11.4.1 Sub-Theme: Economic and Social Disconnection

Economic hardship isolates youth. MV00L001’s “Poverty, unemployment, and lack of education… definitely contribute to crime” and EX-C003’s “It’s all about employment. It’s hard to get a job” echo RL003’s “unemployment is a major cause” and PPI009’s “poverty.” EX-C007’s “There’s no money in my family… I had to start hustling” and EX-C005’s “There was no money” align with PG001’s “My monthly income is a fraction” and SUS008’s “no job for me.” MV00L004’s “Youth doesn’t have a future” and EX-C007’s “If you do not have money you start thinking wickedly” highlight desperation, echoing RL009’s “have to eat.”

Emotional Cue: Desperation (EX-C007’s “thinking wickedly”), frustration (EX-C003’s “hard to get a job”), despair (MV00L004’s “no future”).

Insight: Economic disconnection pushes youth toward crime for survival, exacerbated by lack of education.

11.4.2 Sub-Theme: Lack of Community Integration

EX-C007’s “My mother’s family… never called and introduced themselves” and “Both my parent family left me” echo RL001’s note on “loss of extended family duties” and SUS001’s “I have no parents.” MV00L002’s “They don’t have a permanent stay… use it as opportunity” and MV00L003’s “Dagomba’s… settled in areas zoned as buffer” highlight migrant isolation, echoing RL006’s “couldn’t mingle the right way.” EX-C005’s “Everyone was unconcerned” and PG001’s “They barely go out and make no friends” reflect isolation, aligning with RL011’s “street child” and SUS003’s migration. MV00L004’s “Evacuate the Zongo part… very difficult” indicates integration barriers, echoing RL005’s “geographic location.”

Emotional Cue: Abandonment (EX-C007’s “never called”), indifference (EX-C005’s “unconcerned”), frustration (MV00L004’s “very difficult”).

Insight: Disconnection from family and community pushes youth to delinquent groups for belonging.

Structural Enablers: Poverty (MV00L001’s “poverty, unemployment”), lack of education (MV00L003’s “low education”), and poor infrastructure (MV00L003’s “no access roads”) amplify isolation.

11.5 Theme 5: Community Stigma

Description: Informal settlements are stereotyped as crime-prone, shaping delinquent behavior, evident in EX-C007’s “you will sell weed,” MV00L003’s “Zongo… low education,” RL006’s “degraded the statute,” and PPI008’s “illiterates.” Notes (e.g., RL006’s “barbaric”) add depth.

11.5.1 Sub-Theme: Stigmatized Communities

Informal settlements are seen as delinquent hubs. MV00L003’s “We live close to the Zongo… level of education is very low” echoes RL011’s “illiteracy” and EX-C005’s “not really good.” MV00L002’s “Cosmopolitan area… especially where Muslims are” and MV00L004’s “Anadwo 33d3… pulls thugs” reinforce stigma, aligning with PPI011’s “behaviour and character.” EX-C007’s “The trend in this community… is weed selling” reflects internalized stigma, echoed by RL006’s “degraded the statute.”

Emotional Cue: Resignation (EX-C007’s “you will sell weed”), concern (MV00L002’s “destroying the youth”), acknowledgment (EX-C005’s “not really good”).

Insight: Stigma frames these communities as crime-prone, shaping youth toward delinquency.

11.5.2 Sub-Theme: Environmental Influence

Slum conditions reinforce delinquent expectations. MV00L003’s “Areas with no access roads… maintaining law and order becomes difficult” echoes RL001’s “no street lights” and EX-C004’s “no security.” MV00L002’s “Indiscriminate disposal… headache” aligns with RL005’s “geographic location” and PPI002’s “bad road networks.” EX-C006’s “Coming from a broken home… caused me to drop out” links stigma to family issues, echoing RL006’s “environment plays 80% role.”

Emotional Cue: Frustration (MV00L003’s “no access roads”), exhaustion (MV00L002’s “headache”), resignation (EX-C006’s “drop out”).

Insight: Poor infrastructure and slum conditions amplify stigma, limiting positive influences.

Structural Enablers: Poor infrastructure (MV00L001’s “basic infrastructures”) and lack of education (MV00L003’s “low education”) reinforce stigmatized environments.

11.6 Theme 6: Community Mistrust

Description: Mistrust in police and authorities, driven by corruption and interference, enables crime, evident in MV00L004’s “don’t trust the police,” EX-C007’s “play and joke,” RL013’s “corruption,” and PG001’s “didn’t let it slide.” RL004’s “wrongful accusation” .

11.6.1 Sub-Theme: Police Corruption and Leniency

Perceived corruption erodes trust. MV00L002’s “Within a short time the person was out… how much the person was able to pay” and MV00L003’s “All those sent to the police station are eventually released” echo RL010’s “corruption” and EX-C005’s “they wouldn’t do anything.” MV00L004’s “Police obey some powerful figures… turns foolish case” aligns with RL013’s “don’t fear policemen” and PPI010’s “let the person go.” EX-C007’s “We all play and joke with police officers” and PG001’s “The police officer in charge just didn’t let it slide” (versus “other officers… helped”) reflect inconsistent policing, echoing SUS004’s “don’t respect the police.” MV00L001’s “Residents trust the police” contrasts, suggesting variability, aligning with PPI008’s “inadequate logistics.”

Emotional Cue: Frustration (MV00L004’s “in vain”), resignation (MV00L003’s “foolish case”), distrust (EX-C005’s “wouldn’t do anything”).

Insight: Perceived corruption and leniency undermine police effectiveness, enabling crime. ### Sub-Theme: Political and Community Interference

Political and cultural interference hampers justice. MV00L002’s “Honourable Muntaka… we should release the boy” and MV00L004’s “powerful figures” echo PPI008’s “political influence” and RL013’s “Government should talk the police leaders.” MV00L003’s “Favoritism, family relations and who you know” aligns with PG001’s “chief palace” fines and RL004’s “wrongful accusation.” EX-C007’s “Chaos and hurting others… no one will take responsibility” reflects community resistance, echoing RL001’s “refuse to report.”

Emotional Cue: Frustration (MV00L002’s “obstacles”), resignation (MV00L003’s “step down”), irritation (PG001’s “disrespectful”).

Insight: Political and community interference fosters mistrust, reducing cooperation.

Structural Enablers: Systemic barriers (MV00L004’s “foolish case”) and poor infrastructure (MV00L003’s “no access roadroads”) undermine trust.

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12 Findings Story

13 Crime Road Map